Loading...
Seeking a reflexive space for teaching to and about diversity : Emergent properties of enablement and constraint for teacher educators
Ryan, Mary Bourke, Terri Lunn Brownlee, Jo Rowan, Leonie Walker, Sue Churchward, Peter
Ryan, Mary
Bourke, Terri
Lunn Brownlee, Jo
Rowan, Leonie
Walker, Sue
Churchward, Peter
Abstract
The recasting of teaching as a technical enterprise rather than as a space for intelligent problem-solving means that governments around the world will continue to pursue agendas to regulate and prescribe teacher education. Teacher education reform has been attempted for over 30 years in many countries around the world, yet the crucial priority of preparing teachers for increasingly diverse classrooms has not been addressed. We used reflexivity theory and an innovative social lab methodology to investigate the conditions of teacher education experienced by 12 teacher educators at a metropolitan university in Australia. Personal, structural and cultural emergent properties were evident and were experienced variously as both enablements and constraints. Our findings show that these teacher educators were more constrained than enabled in their reflexivity for teaching to and about diversity. We argue that teacher educators need to form deep and enduring inquiry relationships with schools and communities in order to develop context-specific solutions to address the complexities of teaching to diversity.
Keywords
teacher education, diversity, reflexivity, teacher preparation
Date
2019
Type
Journal article
Journal
Teachers and Teaching
Book
Volume
25
Issue
2
Page Range
259-273
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled