Disruptive design in pre-service teacher education: uptake, participation, and resistance

Abstract

This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. We seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other. We define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning. This paper addresses a designed disruption that was created in the context of an elementary methods course. The results demonstrated diverse consequences for participants, their activity, and our understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs.

Keywords:

• disruptive design
• pre-service teachers
• elementary
• teacher education
• social media

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. This range accounted for the fact that some students did not fully complete all of the required entries.

Additional information

Funding

This work was funded, in part, by the University of North Carolina at Chapel Hill Center for Faculty Excellence and Lenovo through the Lenovo Collaborative Technologies in the Classroom Grant.