From rhetoric to reality: piloting the faculty pedagogical framework from a participant perspective

Abstract

Teacher educators have a responsibility not only to ensure that teachers are responsible to the changing face of schooling, but also to model these new constructions of pedagogy within their Faculty. In order to do this there is a need for teacher educators to re-examine their own pedagogical and organisation structures. In the Faculty of Education under study, this need as conceptualized as a “Faculty Pedagogical Framework”, which emerged from an extensive research based review. This paper describes and analyses initiatives that have facilitated the implementation of the collaborative teaching and learning element of the Pedagogical Framework.