Interrogating Authenticity in Outdoor Education Teacher Education: Applications in Practice (Self-Study of Teaching and Teacher Education Practices, 21)

✍ Scribed by Chris J. North

• Publisher: Springer
• Year: 2020
• Tongue: English
• Leaves: 246
• Category: Library

✦ Synopsis

This book addresses student passivity in teacher education. Using a developed metaphor, the author critically examines the use of authentic learning to design and implement learning experiences for preservice teachers, and reveals the opportunities and limitations of a focus on authenticity.
This book prepares teachers for outdoor education using practice-based exemplars of applied teaching theories. Focusing on authentic pedagogies, it applies to all teacher educators who seek to engage in high-impact learning for their students, and is relevant for in-service educators, preservice teachers and researchers in the field of self-study.

✦ Table of Contents

Overview of the Contents
References
Acknowledgements
Prologue
Reference
Contents
Part I: Contextual and Methodological Aspects of the Study
Context of the Study
Introduction
Situating the Study: My Beliefs About Teaching and Learning
A Moderate Constructivist Stance
Description of the Curriculum Course
Situating the Study: The Education Literature
Context: Outdoor Education in Aotearoa New Zealand
Health and Physical Education Curriculum
Advantages of OE Within the HPE Document
Potential Problems Having OE Within the HPE Document
The New Zealand Curriculum (2007)
Education Outside the Classroom (EOTC) Guidelines
Outdoor Education as It Occurs in Schools
What Constitutes Legitimate Knowledge in Outdoor Education?
Implications of Fatalities in Outdoor Education
Context: Initial Teacher Education
National Prescriptions for Teacher Education
Outdoor Education Teacher Education Within the Curriculum Course
Gaps in the Literature
Summary
References
Passivity and Authenticity in Teacher Education
Initial Teacher Education
Challenges for Teacher Education
Challenging Unhelpful Beliefs of Pre-Service Teachers
Unhelpful Practices in Teacher Education
Quality Learning
Authentic Learning
Authenticity Defined
Scaffolding
Section Summary: Authenticity and Scaffolding
Developing a Metaphor
Using a Metaphor as a Research Tool
Using Metaphors: Some Benefits
Using Metaphors: Some Challenges
An Aspirational Metaphor: EOTC Guidelines
My Negative Metaphor: A Back-Bearing on Passenger Roles in Initial Teacher Education
Implications for This Book
Opportunities to Investigate Authentic Learning Within My Course
Summary
References
Self-Study Informed by Pragmatism and Schwab’s Commonplaces
Introduction
Using Pragmatism to Cope with Conflicting Discourses
Applying Pragmatism to Schwab’s “Commonplaces” Framework
What Is Self-Study?
Why Self-Study?
Trustworthiness
Trustworthiness Through the Use of Multiple, Established Data Gathering Techniques
Credibility Beyond the Self-Study Community
Critiques from Within the Self-Study Community
Methodological Framework
Schwab’s Commonplaces: Self-Study with Others
Commonplace of the Teacher Educator
Participant Description: Myself as Teacher Educator in This Study
Commonplace of the Pre-Service Teachers
Participant Description: Learners
Commonplace of the Subject Matter
Participant Description: Subject Matter
Commonplace of the Milieu
The Role of Literature in this Research
Interpretation and Analysis
Challenging Personal Theories and Seeking Other Plausible Explanations
Summary
References
Part II: Applying Authenticity to Teacher Education
Transparent Teaching
Transparency in Teaching: Think Aloud and Open Journaling
Using an Open Journal
Think Aloud
Teacher Position and Power
Phase 1: Becoming Infatuated
Phase 2: Feeling Disillusioned
Reframing the Power of Physical Position
My Insights from Investigating Transparent Teaching
Summary
References
Modelling
Introduction
Teaching as Inquiry: The Proposed Standards
The Proposed Graduating Teacher Standards
Modelling the Standards
Modelling Proposed Graduating Teacher Standards
Making the Modelling Explicit
Linking Modelling to Pre-Service Teachers’ Experiences and Practices
Modelling Must Be Linked with Theory
Access External Evaluation
Pre-Service Teachers’ Responses to the Model
Evidence from Student Work
The Teaching for Better Learning Model as a Tool to Develop My Own Teaching
Ways in Which I Was Extended by Engaging with This Model
My Colonisation of the Teaching for Better Learning Model
My Insights from Modelling the Standards
Summary
References
Fatality Case Studies
Introduction
Case-Based Teaching in Teacher Education
Perspectives of Pre-Service Teachers
Perspectives of Colleagues
My Insights from Examining Fatality Case Studies
The Role of Fear and Anxiety in Learning
How to Differentiate Learning?
Summary
References
Context of the Camp
Description of the Camp
References
Into the Outdoors
Introduction
Outdoor Education as “Beyond the School Setting”
Outdoor Education as “Going Somewhere Special”
The Weather: An Important Part of the Natural Environment
Positive Responses to the Weather
Negative Experiences of the Weather
Implications for My Romantic-Inspired Framing of OE
Reframing My Romantic Approach
Aspects of the Environment Beyond the Weather
The Influence of Milieu
My Insights from Taking Students Outdoors
Summary
References
Handing Over
Introduction
Scaffolding Experiences and Miseducation
Challenges to Scaffolding on the Camp
Preparing for the Camp
Changing Roles of Teacher Educators and Pre-service Teachers
Strategies for Handing Over Control
Teacher Educator Discomfort
PSTs’ Roles in Taking Control
Open-Mindedness Versus Discernment
Three Cases of Pre-Service Teachers “Taking Control”
Unacceptable Pre-Service Teacher Scripts
Acceptable Pre-Service Teacher Scripts
Pragmatism and Consequences
Pre-Service Teacher Learning from the Camp
Miseducative Possibilities from Teaching at Camp
My Insights from Handing Over Control
Summary
References
Part III: Implications of the Research
Reframing Authenticity: Eclecticism as a Framework
Introduction
Overview of the Chapters
Aeroplane Metaphor
Interrogating My Aeroplane Metaphor
The Future of the Aeroplane Metaphor
Reframings: From Authenticity to Inauthenticity
Inauthenticity and Scaffolding
Inauthenticity
Eclecticism: Working with Disparate Concepts
Applying Eclecticism to Inauthenticity and Authenticity
Education and Miseducation from Learning Experiences
Experience and Education
Experience and Miseducation
Inauthenticity and Miseducation
Authenticity and Miseducation
Developing the (In)authenticity Model
Benefits of the (In)authenticity Model
Implications for My Teaching
Schwab’s Commonplaces
Commonplace of the Learners
Commonplace of the Subject Matter
Commonplace Teacher Educator
Commonplace: Milieu
Summary of Commonplaces
Summary
References
The Slipperiness of Improvement
Introduction
Example 1: Change Undone: Finishing with Camp Rather than Fatality Studies
Example 2: Temporary Satisfaction: Quizzes on the Readings
Example 3: Uneasy Success
Viewing Change as an Improvement
Implicit and Embodied Practice
What Is an Enduring Improvement?
Example 4: Dealing with Uncertainty: Inquiry as a Stance
Summary
References
Epilogue
References
Appendix: Methodology
Methods Which Illuminate Perspectives of Teacher Educator
Autobiography
Journal Writing
Video Recording of My Class
Methods to Illuminate the Perspectives of Learners
Interviews
Learner Interviews
Focus Groups
Critical Incident Questionnaires
Assignment Analysis
Methods to Illuminate the Perspectives of Subject Matter
Observation of My Classes by Curriculum Experts
Ethical Considerations
References