Tinkering toward Teacher Learning: A Case for Critical Playful Literacies in Teacher Education

Autor/inn/en	McBride, Cherise; Smith, Anna; Kalir, Jeremiah Holden
Titel	Tinkering toward Teacher Learning: A Case for Critical Playful Literacies in Teacher Education
Quelle	In: English Teaching: Practice and Critique, 22 (2023) 2, S.221-233 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-08-2022-0114
Schlagwörter	Play; Teacher Education Programs; Teaching Methods; Literacy Education; English Teachers; Instructional Design; Professional Autonomy; English Instruction; Critical Literacy; Game Based Learning; Graduate Students; Technology Integration; Course Descriptions; Secondary School Teachers + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Berufsfreiheit; English langauage lessons; Kritisches Lesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursstrukturplan
Abstract	Purpose: The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be "playful" in teaching and teacher education? Design/methodology/approach: To examine how teacher educators may design for teachers' critical playful literacies, the authors offer three "worked examples" (Gee, 2009) of preservice teachers' playful practices in an English literacies teacher education course. Findings: The authors highlight instructional design elements pertinent to co-designing for teachers' play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching's perpetual performance. Originality/value: The term "playful," as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies--and, more specifically, educators' literacies and learning--is less frequently explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01