educating the new generation of teachers as … wj.pdf · teachers as constructivist practitioners...
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Educating the new generation of Educating the new generation of teachers as constructivist teachers as constructivist
practitionerspractitioners But will the modelBut will the modelpractitioners practitioners –– But will the model But will the model fit a distance mode of delivery?fit a distance mode of delivery?
Prof WJ FraserProf WJ FraserDepartment of Science, Mathematics and Department of Science, Mathematics and
T h l Ed ti U i it fT h l Ed ti U i it f
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Technology Education, University of Technology Education, University of Pretoria, PretoriaPretoria, Pretoria
South AfricaSouth Africa
Aims of this presentationAims of this presentation
To explain why we have to move from a To explain why we have to move from a traditional teachertraditional teacher--training model to a moretraining model to a moretraditional teachertraditional teacher--training model to a more training model to a more radical constructivist approach.radical constructivist approach.To discuss how the new model is managed to To discuss how the new model is managed to achieve the optimal exposure to the programme.achieve the optimal exposure to the programme.To illustrate how students’ engagement with one To illustrate how students’ engagement with one module (Learning Theory) of the programme module (Learning Theory) of the programme
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contribute to constructivist development. contribute to constructivist development. To illustrate the challenges DE is to experience To illustrate the challenges DE is to experience with the implementation of a constructivist TE with the implementation of a constructivist TE model.model.
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Statement or claimStatement or claim
We have seen very few changes to the We have seen very few changes to the d i d h i i l dd i d h i i l deducation and teacher training landscapes education and teacher training landscapes
the past 40 years. Paradigmatic changes the past 40 years. Paradigmatic changes remain limited (e.g. shift from teaching to remain limited (e.g. shift from teaching to learning). Our understanding of the purpose learning). Our understanding of the purpose of education will have to change if we want of education will have to change if we want
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ggour learners to be competitive and face up our learners to be competitive and face up to future challenges.to future challenges.
Innovation and ChangeInnovation and Change
Transformation and change starts from Transformation and change starts from ithin b t radical and f ndamental changesithin b t radical and f ndamental changeswithin, but radical and fundamental changes within, but radical and fundamental changes
have to be politically and systemically have to be politically and systemically supported and driven at macro level. supported and driven at macro level. Furthermore, curriculum change remains Furthermore, curriculum change remains futile unless accompanied by innovative futile unless accompanied by innovative classroom practices The heart of theclassroom practices The heart of the
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classroom practices. The heart of the classroom practices. The heart of the problem lies in the way we design our problem lies in the way we design our learning tasks.learning tasks.
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Aim with the PGCE programmeAim with the PGCE programme
To graduate educators that will facilitateTo graduate educators that will facilitateTo graduate educators that will facilitate To graduate educators that will facilitate learning to optimise the potential of learners learning to optimise the potential of learners by creating powerful learning environments by creating powerful learning environments innovatively and constructively. innovatively and constructively.
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Traditional PRESET ModelsTraditional PRESET Models
Professional development confined to Professional development confined to theoretical frameworks supporting selected theoretical frameworks supporting selected philosophies philosophies –– little opportunity to changelittle opportunity to changeTeaching practice influenced by supportive Teaching practice influenced by supportive and conforming approachesand conforming approachesPedagogy unchallenged and unquestionedPedagogy unchallenged and unquestioned
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Pedagogy unchallenged and unquestionedPedagogy unchallenged and unquestionedLack in creative and innovative challengesLack in creative and innovative challenges
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Traditional Contact-based PRESET
Traditional Distance Education PRESET
6 weeks teaching practice 6 weeks teaching practice
Staff-student intervention accessible throughout the year
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Staff-student intervention accessible throughout the year
Changing perceptions of the Changing perceptions of the curriculum of knowledgecurriculum of knowledge
Focus on realFocus on real--life experiences life experiences -- authenticauthenticEclectic curriculum practicesEclectic curriculum practicesMove away from the ‘Tyler rationale’ and powerTransmission of information of little valueInformation gains fitting constructivist approachesNew foci on the importance of the ‘inner’New foci on the importance of the ‘inner’
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New foci on the importance of the inner New foci on the importance of the inner curriculumcurriculumHolistic approaches versus fragmentisationHolistic approaches versus fragmentisation
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Foundations of the PracticeFoundations of the Practice--Theory TE modelTheory TE model
Teaching reality provides learning experiencesTeaching reality provides learning experiencesPractical exposure (t) supplemented by theoretical Practical exposure (t) supplemented by theoretical support (T)support (T)Professional development monitored over time Professional development monitored over time ––limited testing and assessmentlimited testing and assessmentConcept mapping evidential for growth and Concept mapping evidential for growth and
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knowledge construction .knowledge construction .Focus on learning facilitation with limited Focus on learning facilitation with limited conventional ‘teaching’conventional ‘teaching’
Foundations of the PracticeFoundations of the Practice--Theory TE model (continued)Theory TE model (continued)
Learning task design (lesson planning) Learning task design (lesson planning) based on a prescripti e learning facilitationbased on a prescripti e learning facilitationbased on a prescriptive learning facilitation based on a prescriptive learning facilitation modelmodelAction research (action learning) used as Action research (action learning) used as practice to build on experiencepractice to build on experienceClose to 60% of programme located in Close to 60% of programme located in
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selected schoolsselected schoolsClose to 40% of student teacher’s time is Close to 40% of student teacher’s time is spent with teacher educatorsspent with teacher educators
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Why a schoolWhy a school--based teacher training model based teacher training model based on the practicebased on the practice--theory rationale?theory rationale?
Changing face of education globally with a focus Changing face of education globally with a focus on learning and not on teachingon learning and not on teachingEducation for diversity and education for changeEducation for diversity and education for changeNew demands facing educators, learners and New demands facing educators, learners and schoolsschools
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Needing to cope with limited resources in a Needing to cope with limited resources in a knowledgeknowledge--driven societydriven society
Activities of the PGCE practice-theory model
First placement at schools
Second placement at schoolsschools
8 Weeks +at schools8 Weeks +
Portfolio development Defense of portfolio
On-campus learning programmeLearning theory, Learning facilitation,
Social context of education ICT Education management Assessment Subject
Orientation
MidtermReview
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Training of
mentors
Social context of education, ICT, Education management, Assessment, Subject specialisations
Internship and teaching practice
assessment
Internship and teaching practice
assessment
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What new changes did the teacherWhat new changes did the teacher--training training programme see?programme see?
An integrated curriculum.An integrated curriculum.The development and defense of a The development and defense of a professional portfolio.professional portfolio.An ‘open’ timetable with broader An ‘open’ timetable with broader consultation.consultation.N f l t t d i tiN f l t t d i ti
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No formal tests and examinations are No formal tests and examinations are written.written.
What new changes did the teacherWhat new changes did the teacher--training training programme see? (continued)programme see? (continued)
Identify highly skilled mentors to supervise Identify highly skilled mentors to supervise d h i i i h ld h i i i h lstudent teachers at participating schools.student teachers at participating schools.
Students are placed at schools close to 60% Students are placed at schools close to 60% of the academic year.of the academic year.Agreement with participating schools.Agreement with participating schools.C i d t hiC i d t hi
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Consensus in an agreed upon teaching Consensus in an agreed upon teaching philosophy.philosophy.
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What new changes did the teacherWhat new changes did the teacher--training training programme see? (Continued)programme see? (Continued)
Limited student intake.Limited student intake.Restricted fields of specialisation.Restricted fields of specialisation.Focus falls on the authenticity (realFocus falls on the authenticity (real--life) life) of a powerful learning environment.of a powerful learning environment.RealReal--life problems steer learning task life problems steer learning task d i (l d i )d i (l d i )
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design (lesson design).design (lesson design).
To impart knowledge
To understand knowledge
To apply knowledge
To generate knowledge
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Source: Slabbert, JA. 2008. Lecturer Information Package.
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Examples of modules in the PGCE FETExamples of modules in the PGCE FET--Phase programmePhase programme
Foundational modulesFoundational modules Global perspectives in EducationGlobal perspectives in EducationFoundations of EducationFoundations of Education
Core modulesCore modules Learning TheoriesLearning TheoriesFacilitating LearningFacilitating LearningAssessmentAssessmentICTsICTsProfessional ethics and LawProfessional ethics and LawSocial Context of EducationSocial Context of Education
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ElectivesElectives
Professional PortfolioProfessional Portfolio
Methodologies (Biology, English, Methodologies (Biology, English, Physical Science, Mathematics)Physical Science, Mathematics)
How did the students do Action How did the students do Action Research to collect their data?Research to collect their data?
Observing the mentorsObserving the mentorsInterviewing the mentorsInterviewing the mentors–– Using semiUsing semi--structured interviewsstructured interviews–– Using checklistsUsing checklists–– Using questionnairesUsing questionnaires
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–– Talking to them informally Talking to them informally
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Next phase of the programmeNext phase of the programme
Constructing a concept map aligning Constructing a concept map aligning learning theory with learning task design learning theory with learning task design
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Why concept maps?Why concept maps?AA concept mapconcept map is a creative (colourful, is a creative (colourful,
l f l i d) i f hl f l i d) i f hplayful, animated) construction of the playful, animated) construction of the relationships between a set of (selected) relationships between a set of (selected) concepts indicating the nature, distance, and concepts indicating the nature, distance, and relatedness of the relationships between the relatedness of the relationships between the concepts. A selfconcepts. A self--constructed concept map constructed concept map
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pp p pp preveals a learner’s understanding of reveals a learner’s understanding of (…the (…the integrated nature of phenomena)integrated nature of phenomena)
Source: Slabbert, JA. 2008. Lecturer Information Package.
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Sources of information and interactions necessary for the development of Learning Tasks (LTD)
Learning Theory
Subject content
Subject methodology
Pedagogy
Experience as Learner
LearningTask
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e odo ogye e
Teaching Practice Mentor
Cooperative collaboration
Authentic Learning
What strategies contribute to cognitive and skills development?
CeremoniesCarnivals Commercials
DesignsConferences Competitions
Court casesDF i l
DiscoveryCase studies
DramaExhibitions
FestivalsFieldwork
Film makingForum
GameInterviews
Inventions NarrationMeetings
Portrait making
ProductionsProjects
Re-enactmentResearch
ScenariosS i
Dance
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PresentationsRole-play
Seminars
SimulationsWar
Writing
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Major problems that emerged during the Major problems that emerged during the course of the programmecourse of the programme
OpenOpen--ended programming contributed to the ended programming contributed to the ‘disorganized’ status of the programme‘disorganized’ status of the programmedisorganized status of the programmedisorganized status of the programmeStudent frustration regarding the lack of Student frustration regarding the lack of theoretical information (knowledge)theoretical information (knowledge)Conflict among teaching staff not willing to Conflict among teaching staff not willing to accommodate the Paccommodate the P--T model of operation and lack T model of operation and lack of cohesion between staff teaching on the of cohesion between staff teaching on the
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programmeprogrammeInability of students in take own responsibility to a Inability of students in take own responsibility to a learnerlearner--centred modelcentred model
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What makes a Distance Education model unique and What makes a Distance Education model unique and effective in a schooleffective in a school--based constructivist teacher based constructivist teacher
training environment?training environment?
Teachers (learners) are exposed to an Teachers (learners) are exposed to an h i d i l dh i d i l dauthentic education landscape.authentic education landscape.
Capacity and strength of tutorials to Capacity and strength of tutorials to disseminate new information.disseminate new information.Great opportunities to contribute to change Great opportunities to contribute to change at micro (local/school) levelat micro (local/school) level
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at micro (local/school) level.at micro (local/school) level.Adoption of a common teaching philosophy Adoption of a common teaching philosophy is achievable within the DE environment.is achievable within the DE environment.
What makes a Distance Education model less What makes a Distance Education model less effective as a schooleffective as a school--based constructivist teacher based constructivist teacher
training environment?training environment?Limited progressive and futuristic mentors.Limited progressive and futuristic mentors.Little space and time for regular and ongoing mentoring ofLittle space and time for regular and ongoing mentoring ofLittle space and time for regular and ongoing mentoring of Little space and time for regular and ongoing mentoring of the interventions.the interventions.Few specialists working the constructivist and practiceFew specialists working the constructivist and practice--theory landscapes.theory landscapes.Challenging ‘change management’ environments.Challenging ‘change management’ environments.Institutional and governmental resistance.Institutional and governmental resistance.Difficulty in introducing and managing strategiesDifficulty in introducing and managing strategies
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Difficulty in introducing and managing strategies, Difficulty in introducing and managing strategies, approaches and methods through text.approaches and methods through text.Little opportunity to engage and reflect with fellow Little opportunity to engage and reflect with fellow students across different schools.students across different schools.
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What aspects should DE managers consider What aspects should DE managers consider when designing interventional DE when designing interventional DE
programmes?programmes?Systemic Design IssuesSystemic Design Issues
Interventional practicesInterventional practices–– Interventional practicesInterventional practices–– Mentor/tutor training and responsibilitiesMentor/tutor training and responsibilities
Curriculum IssuesCurriculum Issues–– Pedagogical standardsPedagogical standards–– Visionary and futuristic outcomesVisionary and futuristic outcomes
Assessment IssuesAssessment Issues
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–– Aspects of student accountabilityAspects of student accountabilityDevelopmental issuesDevelopmental issues–– Challenging Pedagogical PracticesChallenging Pedagogical Practices
Expert groupsCooperation
Active discoveryCo-operation Co-operative research
Theoretical Framework applicable to Constructivist Teacher Education
Philosophy of Learning Situated learning
Active discovery
Generativity
CommunityConstructivist curriculum
Knowledge acquisitionDialogue
Generated constructivelyGenerative
ideas
Action research
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Public accountability
Connection with various professional practices
AuthenticityPedagogy ‘bottom-up’
Meta-cognitionReflection
