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Insights into pedagogical renewal : Examining international pre-service teachers’ changing conceptions of learner-centred education
Di Biase, Rhonda King, Elizabeth Kriewaldt, Jeana Reid, Catherine Janfada, Mahtab
Di Biase, Rhonda
King, Elizabeth
Kriewaldt, Jeana
Reid, Catherine
Janfada, Mahtab
Abstract
This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vignettes were created to illustrate changes and continuities of participants’ understandings of teaching and learning, and to gain insights into how these conceptions evolved in distinct ways throughout the course. Pedagogical renewal involves learning new skills and knowledge, understanding how new knowledge is linked to practice, and recognising how underlying beliefs influence the selection, enactment, and reflection of pedagogical approaches. These factors point to the importance of individual agency in this process.
Keywords
international pre-service teachers, learner-centred education, pedagogical renewal, teacher education, vignettes
Date
2021
Type
Journal article
Journal
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Book
Volume
53
Issue
5
Page Range
893-911
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
License
All rights reserved
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Controlled