A story of transforming teacher education

Aileen Kennedy, Lizzie Hay, Rebecca McGovern

Research output: Contribution to journalArticle

Abstract

This article is actually a story, a story of our experiences of transforming teacher education. In this story I (Aileen) narrate a journey that led to the development of a completely new two-year initial teacher education programme: the MSc Transformative Learning and Teaching. The story traces my first intellectual connection with the concept of transformative professional learning, and charts how that understanding has grown and subsequently come to shape my work in teacher education in an explicit way. The story goes on to discuss key concepts from research on teacher education, and on assessment, that shaped the MSc programme; a programme influenced heavily by a social justice perspective. My narration, as the then programme director for the MSc programme, forms only part of the story: in an effort to gain multiperspectivity, my story is interspersed by conversations in which Lizzie (a recent graduate of the programme) and Becca (a current year 2 student) discuss their experiences with each other.
Original languageEnglish
Number of pages12
JournalScottish Educational Review
Volume52
Issue number1
Publication statusAccepted/In press - 1 Apr 2020

Keywords

  • initial teacher education
  • social justice
  • activist teaching
  • transformative learning

Cite this

Kennedy, A., Hay, L., & McGovern, R. (Accepted/In press). A story of transforming teacher education. Scottish Educational Review, 52(1).