Becoming professionally agentic: Researching pedagogical reasoning in initial teacher education

Book chapter


Martin, Jenny, Keast, Stephen and Anders, Lucy. (2017) Becoming professionally agentic: Researching pedagogical reasoning in initial teacher education. In In J. Nuttall, A. Kostogriz and M. Jones and J. Martin (Ed.). Teacher education policy and practice: Evidence of impact, impact of evidence pp. 67 - 81 Springer. https://doi.org/10.1007/978-981-10-4133-4_5
AuthorsMartin, Jenny, Keast, Stephen and Anders, Lucy
EditorsJ. Nuttall, A. Kostogriz and M. Jones and J. Martin
Abstract

This research is concerned with the issue of providing effective initial teacher education (ITE) in contemporary times of rapidly changing technologies, increasing student diversity and pressing global problems. Being an effective teacher in a contemporary sense requires more ingenuity, agency and critical awareness than ever before. The chapter provides a discussion of developing preservice teachers’ pedagogical reasoning in ITE at two different sites, drawing on recent research and current initiatives to develop preservice teachers’ professional agency and in relation to policy requirements for the demonstration of graduate competence against professional standards. The authors introduce narratives of practice in ITE constructed from data related to initiatives positioning preservice teachers as responsible for pedagogical decision-making at two specific, separate sites. The chapter highlights the importance of a focus on preservice teachers’ professional agency in evaluations of success in ITE.

KeywordsPreservice Teacher; Experienced Teacher; Science Lesson; Initial Teacher Education; Pedagogical Reasoning
Page range67 - 81
Year2017
Book titleTeacher education policy and practice: Evidence of impact, impact of evidence
PublisherSpringer
Place of publicationSingapore
ISBN9789811041327
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-4133-4_5
Scopus EID2-s2.0-85033488065
Web address (URL)https://link.springer.com/chapter/10.1007%2F978-981-10-4133-4_5
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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