Examining Engagement in Teacher Education Through Collaborative Self-Study

• In Event: 28.082 - Self-Study and the Development of Pedagogical Practice

Abstract

This self-study records our collaborative work to improve our teaching through examining engagement as an aspect of learning to teach in a university context. We are interested in better understanding the various manifestations of engagement on the part of students, and the connections between student engagement, student learning and our perceptions of what constitutes engagement for our students as well as for ourselves as teacher educators. The study confirmed the importance of focusing on engagement when considering the improvement of courses in teacher education, but it also revealed that engagement in relation to learning is a complex and multi-faceted notion that can be elusive as well as difficult to define and identify.

Authors

• Lynn A. Thomas, Université de Sherbrooke

• Janneke Geursen, Leiden University