Phases in Collaboration: Using Schwab's Deliberation to Respond to Change in Teacher Education

Autor/inn/en	North, Chris; Clelland, Tracy; Lindsay, Heather
Titel	Phases in Collaboration: Using Schwab's Deliberation to Respond to Change in Teacher Education
Quelle	In: Studying Teacher Education, 14 (2018) 2, S.212-230 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (North, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2018.1450239
Schlagwörter	Educational Change; Teacher Education; Teacher Educators; Health Education; Outdoor Education; Physical Education; Foreign Countries; Teacher Collaboration; Educational Practices; Curriculum Development; Preservice Teachers; Experienced Teachers; Graduate Study; New Zealand + Suchen Sie Ihr Suchwort? Bildungsreform; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Freiluftunterricht; Körpererziehung; Sportunterricht; Ausland; Lehrerkooperation; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Neuseeland
Abstract	The literature suggests that radical changes to teacher education are common but rarely well-planned or resourced. Such changes can be detrimental to the quality of learning and it is challenging for educators to know how to respond. Joseph Schwab argued that for balanced curriculum development to occur, deliberation must take place with the four commonplaces (teachers, learners, subject matter and milieu). In this study, three teacher educators in a research intensive university in New Zealand were forced to combine three distinct courses (Health, Outdoor and Physical Education) into one course. Concerned that student learning would be compromised, we embarked on a series of deliberations informed by Schwab's ideas. The deliberations involved meeting regularly over six months, inviting representatives from the commonplaces (program leaders, pedagogical specialists, pre-service teachers and teachers) into our deliberations and reflecting on the process. Analysis revealed that our deliberations could be characterized by phases: (1) creating the necessary conditions, (2) the problem emerges, (3) the solution emerges, (4) evaluation and (5) beyond deliberation. These phases of deliberation were distinguished by different concerns and timeframes and roughly reflected the stages of deliberation identified by Schwab. Convergence and divergence from Schwab's stages are discussed. While much of Schwab's work on deliberation remains relevant today, we recommend the addition of an initial phase focused on establishing a collaborative basis at the beginning of the process. We found this phase not only generated respect and care amongst the collaborators, but also helped frame the problem and enabled new solutions to emerge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01