Using students’ experiences of lectures as a lens for learning about teaching pre-service teachers: A methodological approach to transformative practice through self-study.

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dc.citation.epage131en_ZA
dc.citation.issue2en_ZA
dc.citation.spage117en_ZA
dc.contributor.authorNyamupangedengu, Eunice
dc.contributor.authorMandikonza, Caleb
dc.date.accessioned2019-04-11T14:58:59Z
dc.date.available2019-04-11T14:58:59Z
dc.date.issued2018-09
dc.description.abstractFew higher education institutions have training or induction programmes that prepare academics to teach pre-service teachers. How can academics develop and ascertain teaching practices that are appropriate and effective for teaching pre-service teachers? In this self-study, I used Brookfield’s four lenses to inform my teaching. Together with a critical friend, I used the community of practice theory and the metaphors of boundary crossing and boundary objects to interrogate my teaching and students’ learning using students’ experiences as the stimulus for reflection. Findings from this study revealed that pre-service teachers take on multiple identities of teacher, learner, and university student during teaching and learning activities that influence what they learn. The study showed that the pedagogical choices teacher educators make can hinder meaningful learning if they are not aligned to students’ identities. The study also showed that investigating and critically reflecting on students’ experiences of lectures can be an effective methodological approach for identifying and understanding effective practices for teaching and preparing pre-service teachers. The article concludes by arguing and advocating for teacher educators, as experts in a community of practice, to decolonise their classrooms by making them safe spaces for critical dialogue that allows students’ voices and experiences to be heard. Such a practice has the potential to create a community of practice that is characterised by shared knowledge, values, and standards.en_ZA
dc.description.librarianMS2019en_ZA
dc.funderNRFen_ZA
dc.identifier.citationNyamupangedengu, E., & Mandikonz, C. (2018). Using students’ experiences of lectures as a lens for learning about teaching pre-service teachers: A methodological approach to transformative practice through self-study. Educational Research for Social Change (ERSC), 7(2), 117-131.en_ZA
dc.identifier.issn2221-4070
dc.identifier.urihttps://hdl.handle.net/10539/26745
dc.journal.linkhttp://dx.doi.org/10.17159/2221-4070/2018/v7i2a8en_ZA
dc.journal.titleEducational Research for Social Change (ERSC)en_ZA
dc.journal.volume7en_ZA
dc.language.isoenen_ZA
dc.publisherNelson Mandela Metropolitan University, Faculty of Education (NMMU)en_ZA
dc.rightsUniversity of the Witwatersranden_ZA
dc.subjectAutobiographyen_ZA
dc.subjectBoundary crossingen_ZA
dc.subjectPre-service teacher identitiesen_ZA
dc.subjectSelf-studyen_ZA
dc.subjectStudent experiencesen_ZA
dc.titleUsing students’ experiences of lectures as a lens for learning about teaching pre-service teachers: A methodological approach to transformative practice through self-study.en_ZA
dc.typeArticleen_ZA
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