Alan Ovens
I am currently an Associate Professor in the School of Curriculum and Pedagogy. My key research interests are in complexity, teacher education pedagogy and methodologies for self-study research. This extends into three projects at the moment that include exploring innovative pedagogies in teacher education, understanding how technology can support pedagogy, and examining teachers professional learning networks.
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language differences, curriculum differences, schooling differences, and cultural differences. This rich tapestry of experience is then examined using the concept of praxis to better understand the tensions that emerge between how he thinks about teaching (formed through biography, experience,
and formal education) and how he enacts teaching (as it is constrained within schooling contexts). Praxis is a useful lens through which to understand teaching because it captures the dialectic process
by which theory becomes enacted, embodied, and informed by practice (Freire, 1987). Rather than positioning such tensions as problematic, the study examines how the differences experienced can be generative for questioning how we reposition, reframe, and re-imagine possibilities for assembling praxis formed from the bricolage of our teaching past.
In this edited collection, the Self-Study of Teacher Education Practices (S-STEP) community share how they have explored and probed their own understanding of how they might better teach student teachers to teach. The chapters are loosely grouped around the themes of enactment, discovery, inclusivity, and application.
Enacting self-study as methodology for professional inquiry is a text written by international scholars to enhance the conversations and understandings associated with this methodology and to support the 11th International Conference on Self-Study of Teacher Education Practices held at Herstmonceux Castle, East Sussex, England in July-August 2016.
The book highlights how digital technologies can enhance the pedagogies and knowledge base of teacher education research and practice while remaining circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study.
Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education (PE). It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively. In doing so, Complexity Thinking in Physical Education makes a major contribution to our understanding of pedagogy, curriculum design and development, human movement and educational practice.