TOWARDS A DISTINCTIVE APPROACH TO TEACHER EDUCATION AT CDU

1
TOWARDS A DISTINCTIVE APPROACH TO TEACHER
EDUCATION AT CDU

• Building a transformative knowledge-based
  learning community

2
TKBLC The major influences

• Constructivism
• Three models or approaches
• The Knowledge-Based Curriculum
• (Wollongong)
• Communities of Thinkers (Harpaz, (2005)
• Knowledge Forums (Scardamalia and Bereiter,
  1996)
• Transformative Learning (OSullivan 1999)

3
COMMON FEATURES

• All operate as communities of learners including
  virtual communities
• Inclusion of PBL (Problem-Based Learning)
• Community outreach and inreach
• A transformative education focus implicit
  throughout. Not always acknowledged.
• Joint collaborative learning. Knowledge as
  situated

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COMMON FEATURES (Cont)

• Self-directed learning metacognition,
  self-efficacy, metalearning, cognitive
  apprenticeships
• A blended approach. Incorporation of ICT and
  online learning with Face-to-Face.
• Home rooms and open sites. Design implications
• Social Action
• A common focus

5
PEDAGOGY

• Relationship between teaching and learning
• Constructivist, investigative, minimalist,
  integrative
• Embedded in a reconstituted critical theory
• Memory work and storying
• Deconstruction and critical literacy
• Contestation and information critique
• Coaching mentoring

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TRANSFORMATIVE LEARNING

• Concerned with the effects of transnational
  economic globalisation.
• Alienation from the land. A collective ecological
  blindness.
• A radical restructuring of all current
  educational directions. Nothing remains
  untouched.
• A total revolution of consciousness.
• Providing for the ecological self. Identity
  resources (Falk, 2005).

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TRANSFORMATIVE LEARNING (cont).

• Critical resistance to such developments as
  environmental racism and the dehumanising,
  alienating effects of the new managerialism.
• Education for survival. Requires an education for
  critical understanding and integral creativity.

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PERFORMANCE OF TEACHER EDUCATION GRADUATES

• Need for alternative assessment procedures to
  accommodate transformative learning
• Establishing performance levels
• Validation of delivery claims
• Role of competencies, standards and graduate
  attributes.
• Capability