From standing in front to sitting at the round table: the case of teacher Rob
2.6 Dialogue and the co-construction of knowledge
Paper in a Symposium (Symp)
5:20 PM, Wednesday 30 Aug 2017 (30 minutes)
Convention Center - 205 C
In this paper, I’d like to discuss the case of Rob, an in-service student teacher Human & Technology at the University of applied sciences Amsterdam. As a teacher educator and researcher from the cultural-historical tradition I am interested in how I can design, in a team, a developmental teacher education curriculum that is both open and structured; courses with content in students’ zone of proximal development and meaningful for their (future) practice. In this case, the student teachers received the assignment to conduct a small action-research project on classroom management. Rob’s project was started off with a video sample he brought forward as an example of his problems with his classes into the group of peer student teachers and me. This video sample can be regarded as a boundary object that crossed both the boundary between his classroom practice and teacher training as well as the boundary between personal reflection and the collective peer group activities on classroom management and action-research. As it turned out later, Rob’s problems with classroom management triggered him, as a bumpy moment’ (Kan, 2010), to write a research report on Deci and Ryan’s Self-Determination Theory. Working on this, Rob developed his personal professional theory (Schaap, de Bruijn, Van der Schaaf & Kirschner, 2009) on his pedagogy that the relation with the students was the base to build his teaching upon. I conclude that, for Rob, the assignment worked as a tool to move “from individual reflection on action to joint reflection on collaborative activity” (Virkkunen & Ahonen, 2011).
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