Can LEGO© Serious Play© help teacher educators better understand the notion of professional identity?
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Heck, Deborah
Grimmett, Helen
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Buderim, Australia
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Abstract
In this workshop participants will use LEGO® Serious Play® to explore the idea of professional identity and its meaning for teacher educators and the preservice teachers they teach. This guided, hands-on workshop builds on our chapter in the ATEA 2019 book publication, Professionalism and teacher education: Voices from policy and practice. We will introduce LEGO® Serious Play® and invite participants to use the materials to metaphorically represent themselves and their ideas. These constructions will form the basis of individual reflections and shared discussions about professional identity and how this notion can be understood and developed in the complex milieu of contemporary education. The workshop will also introduce participants to the strategy of cogenerative dialoguing. These different activities are intended to provide participants with concrete ideas: to deepen thinking about their own professional identity; enhance their ability to teach for professional identity with preservice teachers; implement dialogic pedagogies in their teaching; and discuss the affordances and limitations of using physical materials to enhance teaching and research theory and practice.
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2019 ATEA Conference, Professionalism and Teacher Education: Voices from policy and practice
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© The Author(s) 2019. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).
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Primary education
Specialist studies in education
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Willis, L-D; Heck, D; Grimmett, H, Can LEGO© Serious Play© help teacher educators better understand the notion of professional identity?, 2019 ATEA Conference, Professionalism and Teacher Education: Voices from policy and practice, 2019