Week 2 reflective journal entry
Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Routledge. Chapter 1 of Developing a Pedagogy of Teacher Education is an overview of the issues embedded in teacher education, along with a clear statement of definitions necessary for an in depth examination of these issues. For example, definitions for the terms pedagogy, teacher education, developing, episteme, and phronesis are set forth. This sets the ground work for later chapters where these ideas will be expounded upon. The conflict and relationship between being a teacher and a teacher educator is explored initially, spelling out how excelling at one does not necessarily prepare you for the other, and that there is a lack of research in some related areas. The difficulty of making this transition is acknowledged. The idea that one must demonstrate pedagogy through example is a key connection for me. When I plan for my behavior management course, I’m constantly striving to do just this. I want to not just share the information verbally, but model what I’m saying. I think it’s a great flaw of some teachers and programs to tell students about cooperative learning, equity, hands on learning, etc., but then stand up there and lecture or read from a PowerPoint. The irony is not lost on our pre-service teachers. My current goal, based on the courses I’m taking on how to best serve my interns, is to examine my teaching practices and any “hidden curriculum” messages I might be sending without intention, and then to adapt these to better serve the needs of my PSTs. I want to make sure all the messages they receive are aligned with the explicit curriculum I’m sharing. “How we teach is the message.” (Russell and Bullock, 1999, pp. 138-140) This chapter would be of interest to teacher educators and those interested in pedagogy and teacher preparation programs. Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Routledge. Chapter 11 from the Svinicki and McKeachie text was inspiring! The topic, motivating students, is of great interest to me, as well as I’m sure many other educators. Without motivation, the most well planned lesson cannot take hold and foster growth in the learner. The authors provide an overview of motivational theories. They explore the ideas of autonomy and self-determination, intrinsic and extrinsic motivation, expectancy-value theory, mastery and performance goals, self-motivation, attrition theory, and the motivational power of beliefs about intelligence. Practically, these ideas are then discussed in terms of taking theory and putting it into practice. I can make a personal connection specifically to the section on intrinsic and extrinsic motivation. I found it interesting to listen to my PSTs this week talk extensively about their use of and their CT’s use of extrinsic motivators. They considered this a normal and fully acceptable part of teaching and behavior management. Some opposed the idea of giving candy to kids, but not because much research discourages this in favor of intrinsic motivators for long term success, but because of the implications for poor health and obesity linked to the sweets. They instead decided that stickers and pencils were appropriate tokens students should be able to earn, and part of their plan to motivate students. I found this very interesting, and linked this to what I read in the chapter this week. In my experience, use of extrinsic motivators was initially the way to go. Every teacher had a treasure box, fun Friday plan, and a pack of stickers at the ready. Many still do. Then I learned that intrinsic motivators can decrease intrinsic motivation, and should be avoided. These ideas were opposed to one another. Svinicki and McKeachie (2014) put forth a balanced plan. They stress the use of extrinsic motivators to be used when intrinsic motivation is lacking. “Recent research seems to support the judicious use of external rewards as a complement to other motivational approaches. “ (page 142). This makes sense, considering all students, their differing levels of motivation and interest in a given topic. The information in this book is practical and well supported by citation of current research. It is of use to teacher educators who are in search of methods to enhance their teaching and support student learning.
1 Comment
9/3/2015 06:22:36 am
How could you gather data on the hidden curriculum?
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