Walking the Walk: Democratizing Change in Teacher Education
Article Sidebar
Main Article Content
Abstract
In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Australian Institute for Teaching and School Leadership [AITSL]. (2021). Accreditation standards and procedures. https://www.aitsl.edu.au/deliver-ite-programs/standards-and-procedures
Annala, J., Lindén, J., Mäkinen, M., & Henriksson, J. (2021). Understanding academic agency in curriculum change in higher education. Teaching in Higher Education, 1-18. doi:10.1080/13562517.2021.1881772
Ashman, G. (2018). The truth about teaching: An evidence-informed guide for new teachers. Sage.
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224-237. doi: 10.1037//0096-3445.130.2.224
Baker, W. J., Hunter, M., & Thomas, S. (2016). Arts education academics’ perceptions of eLearning & teaching in Australian early childhood and primary ITE degrees, Australian Journal of Teacher Education, 41(11), 31-43. doi: 10.14221/ajte.2016v41n11.3
Barad, K. M. (2012). Interview (R. Dolphijn & I. Van der Tuin, Eds.), New materialism: Interviews & cartographies (pp. 48-70). Open Humanities Press.
Bath, H. (2008). The three-pillars of trauma informed care. Reclaiming Children and Youth, 17(3), 17- 21.
Bonwell, C. C. & Eison, J. A. (1991). Active Learning: Creating excitement in the classroom. ERIC Digest. ERIC Clearinghouse on Higher Education. https://eric.ed.gov/?id=ED336049
Brett, P. (2018). Retrieving the civic dimension in history: Creating meaningful and memorable links between History and Civics and Citizenship in primary classrooms”, The Social Educator, 36 (2) 15-29. doi: 10.3316/aeipt.221910
Brookfield, S.D. (1995). Becoming a critically reflective teacher. John Wiley & Sons.
Bruckmann, S., & Carvalho, T. (2018). Understanding change in higher education: An archetypal approach. Higher Education, 76(4), 629-647. Doi:10.1007/s10734-018-0229-2
Clements, N. (2013). Frontier Conflict in Van Diemen’s Land [Doctoral dissertation, University of Tasmania]. https://eprints.utas.edu.au/17070/
Cooperrider, D. L., & Whitney, D. K. (1999). Collaborating for change: Appreciative inquiry. Berrett Koehler Communications.
Giroux, H. (2011). On critical pedagogy. London: A&C Black
Goggins II, L., & Dowcett, E. (2011). Beyond Introduction: The Need for Competency in Diversity Training. International Journal of Diversity in Organisations, Communities & Nations, 11(2): 67-74. doi: 10.18848/1447-9532/CGP/v11i02/39002
Hunter, M. A., Aprill, A., Hill, A., & Emery, S. (2018). Education, Arts and Sustainability. Springer.
Jefferson, M. & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. Bloomsbury.
Lawson, T. (2014). The Last Man: A British Genocide in Tasmania. I. B. Tauris & Co. Ltd..
Levi, T. K. (2019). Preparing pre‐service teachers to support children with refugee experiences. Alberta Journal of Educational Research, 65(4), 285– 304. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56554
MacDonald, A., Cruickshank, V., Nash, R., & Patterson, K. (2021). Contemplating [en] active curriculum: Becoming health literate through arts and HPE interconnection. Curriculum Perspectives, 41(1), 119-124. doi: 10.1007/s41297-020-00129-x
Nakata, M. (2007). The cultural interface, The Australian Journal of Indigenous Education, 36(S1), 7-14. doi: 10.1017/S1326011100004646
Nakata, M. N. (2007a). Disciplining the savages, savaging the disciplines. Aboriginal Studies Press.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344. doi: 10.1016/0361-476X(83)90019-X
Porges, S. W. (2017). Norton series on interpersonal neurobiology.The pocket guide to the polyvagal theory: The transformative power of feeling safe. W W Norton & Co.
Sealy, C. (2017, October 28). The 3D curriculum that promotes remembering. https://bit.ly/34OOGPb
Shipway, J. (2017). The Memory of Genocide in Tasmania, 1803–2013: Scars on the Archive. Palgrave Macmillan.
Siegel, D. (2012). The developing mind: How relationships and the brain interact to shape who we are (2nd edition). The Guilford Press.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214-240. doi:10.1080/02702711.2021.1888348
Teicher, M. H., & Samson, J. A. (2016). Annual research review: Enduring neurobiological effects of childhood abuse and neglect. Journal of Child Psychology and Psychiatry 57(3), 241– 266. doi:10.1111/jcpp.12507
Turner, J.C., Midgley, C., Meyer, D.K., Gheen, M., Anderman, E.M., Kang, Y., & Patrick, H. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88–106.
United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
Wexler, N. (2019). The knowledge gap: The hidden cause of America's broken education system - and how to fix it. Penguin Random House.
Wiggan, G., Pass, M. & Gadd, S. (2020). Critical Race Structuralism: The Role of Science Education in Teaching Social Justice Issues in Urban Education and Pre-Service Teacher Education Programs. Urban Education. Doi:10.1177/0042085920937756
Willingham, D. T. (2006). The usefulness of brief instruction in reading comprehension strategies. American Educator, 30(4), 39-50.
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface [Doctoral dissertation, James Cook University]. https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf