Changing pedagogical practice in teacher education: Negotiating the spaces between realism and relativism

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Abstract

This article reports a self-study from a larger research project that explored the impacton pre-service and in-service teacher education of a new national curriculum inNew Zealand and the conceptualisations of epistemological shifts signalled by thatdocument. A pedagogical initiative to introduce inquiry-based learning into a graduatediploma course for pre-service primary teachers was the result of and the catalyst forfurther reflection on my practice and the (mis)alignments between my theoreticalunderstandings and beliefs and my pedagogical choices. In this article I focus on thetensions and contradictions I encountered while attempting to enact, in a tertiaryenvironment, a pedagogy that aligned with the underpinning principles of the newcurriculum. I describe the model that I developed to understand those tensions andcontradictions, which are characterised as the spaces between realism and relativism.I suggest that negotiating these spaces is part of the process of becoming a teacher and ateacher educator in the twenty-first century.
Original languageEnglish
Pages (from-to)249-262
Number of pages14
JournalStudying Teacher Education
Volume7
Issue number3
DOIs
Publication statusPublished - Nov 2011

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