Year: 2017
Author: Healy, Sarah, Coleman, Kathryn, Tascano, Maurizio, Morris, Julia, Flynn, Alicia
Type of paper: Abstract refereed
Abstract:
Teacher education programs, with varying success, are seeking a 'turn to practice', inviting our trainee teachers to develop their praxis through participation rather than spectatorship, and to gain insightful and authentic experience through putting theory into practise on placements.
This symposium seeks to expand this trend into the exploration of the 'teacher as practitioner'; that is, developing teaching practice - informed by theoretical and conceptual frameworks in curriculum, assessment and educational research as graduates - which invites an embodied understanding of pedagogy explored by practice-based and practice-led teacher researchers.
For some time this ideology has informed some curriculum and course design in the arts, but we argue the similar case exists equally for other disciplines, such as the sciences. The symposium explores the ideologies and underpinning philosophies that we share as artists, scientists, researchers and teachers via five 'lightening talk' style papers interspersed with panel discussion. The presenters are a diverse group with equally diverse expertise but are connected by their involvement in the newly (re)launched Teacher as Practitioner project (TAP2). As a show case of arts-based and practice-led presentations, it engages with new theoretical possibilities while seeking to inform teacher education and provides a focus of professional learning for future generations of educators in practice-led fields.
Emerging from these presentations is an acknowledgment that through practice (in art, science, or any education discipline) educators find the motivation to excel in their field. It highlights the developing professional field of the teacher as practitioner, and the role that this turn plays in contemporary education.
This symposium seeks to expand this trend into the exploration of the 'teacher as practitioner'; that is, developing teaching practice - informed by theoretical and conceptual frameworks in curriculum, assessment and educational research as graduates - which invites an embodied understanding of pedagogy explored by practice-based and practice-led teacher researchers.
For some time this ideology has informed some curriculum and course design in the arts, but we argue the similar case exists equally for other disciplines, such as the sciences. The symposium explores the ideologies and underpinning philosophies that we share as artists, scientists, researchers and teachers via five 'lightening talk' style papers interspersed with panel discussion. The presenters are a diverse group with equally diverse expertise but are connected by their involvement in the newly (re)launched Teacher as Practitioner project (TAP2). As a show case of arts-based and practice-led presentations, it engages with new theoretical possibilities while seeking to inform teacher education and provides a focus of professional learning for future generations of educators in practice-led fields.
Emerging from these presentations is an acknowledgment that through practice (in art, science, or any education discipline) educators find the motivation to excel in their field. It highlights the developing professional field of the teacher as practitioner, and the role that this turn plays in contemporary education.