Résumés
Abstract
A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
Résumé
La fragmentation des connaissances entre les cours est une préoccupation fréquente dans les programmes de formation des maitres. Celle-ci contribue à antagoniser les connaissances théoriques propres aux disciplines et la réalité de la pratique enseignante dans les écoles. Suite à l’examen de milieux d’apprentissages scolaires innovants et à l’analyse des connaissances d’enseignants, nous élaborons un concept d’apprentissage professionnel dans le but d’attirer l’attention sur une nouvelle vision de la formation des maitres. Avec pour objectif de créer de nouveaux espaces propres à la formation des maitres, nous faisons appel au concept de portfolios électroniques comme trame connective puissante. À l’aide de points de vue d’étudiants, nous élaborons ensuite les grandes lignes d’un aspect en pleine croissance de notre programme de formation des maitres, de points de vue d’étudiants. Nous terminons avec des réflexions sur la manière dont nous intégrons une compréhension conceptuelle et approfondie de l’éducation aux nombreux récits basés sur la pratique.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical notes
Tim F Hopper is an associate professor in the School of EPHE, Faculty of Education, University of Victoria. His scholarly work focuses on teacher education, physical education and complexity theory. He is currently involved in two SSHRC funded research grants (1) Electronic-Portfolio Development in Professional Programs, and (2) Video Game and Youth Civic Engagement.
Kathy Sanford is a professor in the Faculty of Education at the University of Victoria. Her research interests include school-integrated teacher education, assessment, gender, and multiliteracies. She is currently a co-investigator on a SSHRC-funded grant Electronic Portfolio development in professional programs, and a lead researcher on a Partnership Grant with local school districts and the Ministry of Education.
Hong Fu is currently a postdoctoral fellow in the Faculty of Education, University of Victoria. Her research centers on teacher identity, teacher education, digital portfolios and media literacy. She also has experience in teaching ELL and education leadership studies in international contexts.
Bibliography
- Abrami, P., & Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology,31(3), 1-15. Retrieved from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/92/86
- Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37, 165-182.
- Britzman, D. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-457. doi:10.17763/haer.56.4.mv28227614l44u66
- Bruner, J. S. (1986). Acts of meaning. Cambridge, MA: Harvard University Press.
- Carr, W., & Kemis, S. (1986). Becoming critical: Knowing through action research. Lewes, United Kingdom: Falmer Press.
- Clandinin, D., & Connelly, M. (2004). Knowledge, narrative and self-study. In J. John Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 575-600). Dordrecht, Netherlands: Springer.
- Cochran-Smith, M., & Lytle, S. (1999). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24, 249-305.
- Conroy, J., Hulme, M., & Menter, I. (2013). Developing a “clinical” model for teacher education. Journal of Education for Teaching, 39(5), 557-573. doi:10.1080/02607476.2013.836339
- Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. doi:10.1177/0022487105285962
- Darling-Hammond, L., & Lieberman, A. (2012). Teacher education around the world: Changing policies and practices. London, United Kingdom: Routledge.
- Davis, B., & Sumara, D. (2005). Complexity science and educational action research: Toward a pragmatics of transformation. Educational Action Research, 13(3), 453-466.
- Davis, B., & Sumara, D. (2012). Fitting teacher education in/to/for an increasingly complex world. Complicity: An International Journal of Complexity and Education, 9(1), 30-40.
- Denzin, N., & Lincoln, Y. (2000). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 1-29). London, United Kingdom: Sage.
- Dewey, J. (1904). The relation of theory to practice in education. The third yearbook of the National Society for the Scientific Study of Education (pp. 9-30). Chicago, IL: University of Chicago Press.
- Ehiyazaryan-White, E. (2012). The dialogic potential of eportfolios: Formative feedback and communities of learning within a personal learning environment. International Journal of ePortfolio, 2(2), 173-185.
- Fenwick, T., & Nerland, M. (Eds.). (2014). Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities. London, United Kingdom: Routledge.
- Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH: Boynton/Cook.
- Grossman, P., Hammerness, K., & Mcdonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289. doi:10.1080/13540600902875340
- Hagar, P., & Hodkinson, P. (2011). Becoming as an appropriate metaphor for understanding professional learning. In L. Scanlon (Ed.), “Becoming” a professional, lifelong learning (pp. 33-56). Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-1378-9
- Hattie, J. A. C. (2012). Visible learning for teachers: Maximizing impact on learning. Abingdon, United Kingdom: Routledge.
- Hoban, G. F. (2002). Teacher learning for educational change: A systems thinking approach. London, United Kingdom: Open University Press.
- Hopper, T. (2015). Self-study of an elementary generalist PE teacher educator: School integrated teacher education and structural coupling. Asia-Pacific Journal of Health, Sport and Physical Education, 6(3), 259-272. Retrieved from http://doi.org/10.1080/18377122.2015.1092723
- Hopper, T., & Sanford, K. (2008). Using poetic representation to support the development of teachers’ knowledge. Studying Teacher Education, 4(1), 29-45. doi:10.1080/17425960801976339
- Hopper, T., & Sanford, K. (2010). Starting a program-wide ePortfolio practice in teacher education: Resistance, support and renewal. Teacher Education Quarterly, Special Online Edition, 37(1), 1-28.
- Hopper, T., Sanford, K., & Bonsor-Kurki, S. (2012). Stitching together a teacher’s body of knowledge: Frankie N. Stein’s ePortfolio. E-Learning and Digital Media, 9(1), 29-42.
- Hopper, T., Sanford, K., Fu, H., & Monk, D. (2016). Electronic-portfolio development in three professional programs: Conceptual framework and summary of initial findings. Journal of Technologies and Human Usability, 12(2), 13-35.
- Hughes, J., & Purnell, E. (2008). Blogging for beginners? Using blogs and eportfolios in Teacher Education. In V. Hodgson, C. Jones, T. Kargidis, D. McConnell, S. Retalis, D. Stamatis, & M. Zenios (Eds.), Proceedings of the 6th International Conference on Networked Learning (pp. 144-153). Retrieved from http://newdemo.openrepository.com/newdemo/handle/2384/294674
- Johnsen, H. (2012). Making learning visible with eportfolios: Coupling the right pedagogy with the right technology. International Journal of Eportfolio, 2(2), 139-148. Retrieved from http://www.theijep.com/pdf/IJEP84.pdf
- Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
- Karsenti, T., Dumouchel, G., & Collin, S. (2014). The eportfolio as support for the professional development of preservice teacher: A theoretical and practical overview. International Journal of Computers and Technology, 12(5), 3486-3495.
- Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education,22, 1020-1041.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
- Lin, Q. (2008). Preservice teachers’ learning experiences of constructing e-portfolios online. The Internet and Higher Education, 11(3-4), 194-200.
- Lopez-Fernandez, O., & Rodriguez-Illera, J. L. (2009). Investigating university students’ adaptation to a digital learner course portfolio. Computers & Education, 52(3), 608-616.
- Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. L. (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht, Netherlands: Kluwer Academic Publishers.
- Loughran, J., & Hamilton, M. L. (2016). International handbook of teacher education (Vol. 2). Singapore: Springer.
- Masters, J. (2013). Scaffolding pre-service teachers representing their learning journeys with eportfolios. Journal of Learning Design, 6(1), 1-9.
- Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: American Educational Research Association.
- Organization for Economic Co-operation and Development (OECD). (2010). The nature of learning: Using research to inspire practice. Paris, France: OECD.
- OECD. (2013). Innovative learning environments, educational research and innovation. Paris, France: OECD.
- Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
- Russell, T., & Martin, A. (2016). Exploring the complex concept of quality in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 143-180). Singapore: Springer.
- Russell, T., McPherson, S., & Martin, A. (2001). Coherence and collaboration in teacher education reform. Canadian Journal of Education, 26(3), 37-55.
- Sanford, K., Hopper, T., & Starr, L. (2015). Transforming teacher education thinking: Complexity and relational ways of knowing. Complicity: An International Journal of Complexity and Education, 12(2), 26-48.
- Shulman, Lee. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Wakimoto, D. K., & Lewis, R. E. (2014). Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. The Internet and Higher Education, 21, 53-58.
Parties annexes
Notes biographiques
Tim F Hopper est professeur agrégé à la School of EPHE, au sein de la faculté d’éducation de l’Université de Victoria. Ses travaux de recherche portent sur la formation des maitres, l’éducation physique et la théorie de la complexité. À l’heure actuelle, il est impliqué dans deux projets de recherche financés par le CRSH : (1) Electronic-Portfolio Development in Professional Programs et (2) Video Game and Youth Civic Engagement.
Kathy Sanford enseigne au sein de la faculté d’éducation de l’Université de Victoria. Ses intérêts de recherche sont la formation des maitres en milieu scolaire, l’évaluation, le genre et les multilittératies. Elle est présentement impliquée comme cochercheur dans un projet de recherche financé par le CRSH et visant le développement de portfolios électroniques dans des programmes professionnels (Electronic-portfolio development in professional programs). Elle est aussi chercheur principal dans un projet de recherche subventionné, mené en partenariat entre les districts scolaires locaux et le Ministère de l’éducation.
Hong Fu est boursière postdoctorale à la faculté d’éducation de l’Université de Victoria. Elle s’intéresse à l’identité enseignante, à la formation des maitres, aux portfolios numériques et la littératie médiatique. Elle possède également de l’expérience dans l’enseignement de l’anglais langue seconde et dans les études en leadership de l’éducation, dans des contextes internationaux.