Preparing Teachers
Building the Plane as You Fly: Using a Design-based Research Approach to Explore Teacher Preparation Reform
Paper Presentation in a Themed Session Megan Mackey, Laura Thompson Jacobson, Sally Drew, Joan Nicoll-Senft
Presenters will share a research framework for investigating the efficacy of a teacher preparation program redesign and describe a design-based research approach to examining multiple data sources as a means of measuring the effectiveness of a revised teacher preparation program. A conceptual framework matrix, based on Kirkpatrick's model of evaluation (Kirkpatrick & Kayser-Kirkpatrick, 2014), was created by faculty to examine four levels of teacher preparation (candidate content knowledge, candidate skill acquisition, candidate skill application, and impact on K-12 student learning).
Nеw Innovative Curricula Proposal based on Expanded Education: Applying Multiple Contexts Learning to Foreign Language Teaching
Paper Presentation in a Themed Session Catalina Cheng-Lin
These learning processes are acquired through exploration and active interaction among users of a social community where the 'soft skills' are used to achieve both, the interpersonal daily survival and/or professional purposes. Likewise, the educational system for language teaching neither seems to be prepared to recognise and/or validate these skills inherent to any linguistic community permeated with its specific sociocultural nuances. So far, this learning have been assigned with new concepts such as permanent, Ubiquitous or informal, etc., and have proved to be essential for understanding the new form of education and the new teaching values. As well as the new learning styles have found their unlimited possibilities with technological progress and communication advances, which allow the opening to new horizons and forms of learning that should also be validated in the curricula.
Learning-design in Pre-Service Teacher Training Programs in Denmark: Agentialities and Entanglements
Paper Presentation in a Themed Session Hasse Møller
This study is based on a situational and intra-active approach to studying design-based teaching in higher education in Denmark. Based on agential realism (Barad, 2008, Plauborg, 2016), the learning design Learning Through Play (ltP) is investigated as part of complex networks of agentialities. In this way, practice is re-, and co-constituted in relational networks (Latour, 2005) and the empirical analysis shows how playful learning design and teaching practice are entangled into a wide range of human and non-human agentialities, which affects and counteracts each other. Through situational, relational and positional analyzes (Clarke, 2018) we look at a teaching practice that can not be understood as an outcome of the concrete design, but rather as a result of complex intra-actions, in which LtP, communication, learning objectives, content, time, space and more act as strong agents. This raises questions on how do we approach learning design in higher education. Based on the notion of material-discursivity, we further discuss how we as teacher educators can teach design-based in such a way that we maintain a complex and nuanced perspective on both plays and learning in higher education.
