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"Chesters, Sarah Davey"
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The socratic classroom : reflective thinking through collaborative inquiry
This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. For teachers, educationalists, philosophers and philosophers of education, The Socratic Classroom presents a theoretical as well as practical exploration of how philosophy may be adopted in education. The author highlights how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning.
eBook
Preservice Teachers’ Views: Issues for Learning to Teach SOSE in an Overcrowded Curriculum
A cohort of third-year preservice teachers (n=24) was given the opportunity to observe and participate in Studies of Society and Environment (SOSE) in primary classrooms through a series of school visits during a semester-long unit. These visits were designed to give preservice teachers opportunities to connect SOSE teaching theories studied in the university setting to SOSE teaching practices within schools. This study investigates the extent of the preservice teachers’ opportunities to observe SOSE teaching in the primary school. Responses from a survey showed that the majority of preservice teachers only agreed with 6 of the 25 items associated with the six categories (personal-professional skill development, system requirements, teaching practices, student behavior, feedback to students, and reflection on practice). Written responses from the questionnaire concurred that most had not experienced SOSE teaching. Various issues are discussed around providing preservice teachers with SOSE teaching experiences. School executives, teachers and university staff need to be part of the process to ensure preservice teachers are receiving quality SOSE teaching experiences that will assist in their pedagogical development. A wider question is also raised through this paper. If preservice teachers are unable to experience quality SOSE teaching in school visits designed for such a purpose, does this signal a changing emphasis in education that leaves the social sciences and humanities off the education agenda?
Journal Article
Whisperings from the Corridors
This book is intended to illuminate the experiences of teachers working in higher education, the tensions they face in working in an increasingly complex professional landscape. Higher teaching loads, increased expectations of research output, and changing social and economic structures that shape the way students view their tertiary education have a profound affect on university teachers' work.
eBook
An Emerging Pedagogy: Developing an Inquiring Mind
Marshall Gregory argues that the primary vehicle through which pre-service teachers learn about pedagogy is through their own experiences of pedagogy in their tertiary classes. Their lived experiences, not the theories or frameworks presented to them, have a greater effect on how they teach. For the author, the impact of pedagogy was apparent when she began her university studies as an Arts student. This experience gave her a pedagogical foundation and it was because of this experience that she hoped to become a teacher and then a teacher educator. She developed her own approach to pedagogy based on the learning in which she was engaged as an undergraduate student. These experiences impacted greatly on how she wanted to teach and her research into pedagogy. This cycle also provided the impetus for this chapter and is a reflection of how a pedagogy may develop through experiences as both students and teachers. The chapter follows the development of the author's own inquiring mind. It is an inquiry into her own development: from student, to teacher, to teacher educator, and seeks to understand through reflection how pedagogy develops. It is a first-hand account of how one approach to teaching and learning, a Socratic approach, impacted on the author initially as a student and how this related to her own journey to develop further philosophical approaches to encourage thinking in her own students. The aim of this chapter is to understand how initial educational experiences of students have a lasting impact on how teachers view teaching and learning in the field. [Author abstract, ed]
Book Chapter
The Socratic Classroom
This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. For teachers, educationalists, philosophers and philosophers of education, The Socratic Classroom presents a theoretical as well as practical exploration of how philosophy may be adopted in education.
eBook
Who cares? Tensions and conflicts from the field of teacher education
In Australia, teacher education is characterised by ever-increasing regulation, from teacher registration bodies, government policy directives, and university administration and procedures. Teacher educators' responsibilities to these stakeholders, as well as to their students and the mentor teachers and schools that act as hosts for field placements, create a complex working environment with, at times, conflicting interests. This complex environment has a significant impact on teacher educators' professional identities. They are required to be directed by what is happening in the industry and be subject to directives issued by governing bodies. As such, teacher educators may act as conduits between major stakeholders as both gatekeepers for the profession and as teachers of student teachers. This chapter explores some of the tensions and conflicts within the lived experience of a particular group of teacher educators. Each story is underpinned by conflicting notions of care for the stakeholders involved, highlighting the pressures inherent in this caring role. The chapter discusses two notions of care: both the concept of an 'ethic of care' for stakeholders that underpins the process of decision-making in the narrative, and the care that is displayed between tertiary educators in supporting each other through these tensions. The chapter takes the form of a Bakhtin-inspired polyphonic narrative, providing snapshots of the group members' stories, woven into a larger fictional narrative. The resultant narrative is constructed around the respective co-constructed stories of three fictional teacher educators over the course of an academic year. The chapter considers the influence of their experiences on these narrators' identities as teacher educators along with their associated dilemmas and tensions. The stories show the importance of mentoring, talking and sharing stories of experience in order to validate each other's experiences. [Author abstract, ed]
Book Chapter
Pedagogical Care: Connective Thinking
Remember the three friends talking together at a café. I used this scenario in Chapter 1 to distinguish between dialogue and mere conversation. Let us now revisit the concept of dialogue. The three friends engaged in mere conversation could be seen discussing an upcoming wedding. This conversation may surround the chosen flowers or the final details of a wedding dress. Despite the wedding banter that the conversation may consist of, what is important is that the focus is on retaining equilibrium lest the friends break the rules of conversation. A dialogue however, aims at disequilibrium whereby assumptions are explored and both agreements and disagreements examined. The three friends at the café may turn their conversation from wedding dresses and bouquets to topics such as identity and name changing that may require more critical consideration.
Book Chapter
Creative Engagement: Generative Thinking
The idiom, ‘philosophy begins in wonder’, attributed to Socrates, does not mean idle curiosity but the seriousness of purpose of a puzzled mind as it sets out on a philosophical journey; a life of questioning and searching for truths. As Alfred North Whitehead put it, “Philosophy begins in wonder. And, at the end, when philosophic thought has done its best, the wonder remains” (1934, p.46). The idea that philosophy is based on the ability to wonder suggests that philosophy is inherently creative (Splitter & Sharp, 1995, p.31). The ability to question what is time, what is right, what is number, requires a level of creativity in order to look at everyday concepts differently and to generate ideas through the asking of such questions. But as Lipman points out this ability is not always taken seriously, nor treated as necessary to teaching and learning and the development of thinking and its improvement.
Book Chapter