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DOI

10.14221/ajte.2013v38n11.2

Abstract

A tapestry or ‘tapisserie’ methodology, inspired by Denzin and Lincoln’s ‘bricolage’ methodology (2000), emerged during the complex task of re-developing teacher education programs at the University of the Sunshine Coast, Queensland, Australia. ‘Tapisserie’ methodology highlights the pivotal task of determining stable ‘warp threads’ prior to the subsequent interweaving of myriad ‘weft threads’. In our context, the core values of the education team were deemed to be the crucial ‘warp threads’ which would provide structure and navigation through numerous ‘weft threads’. The resultant model assisted teacher educators’ understanding of this complex process within a rigorous accreditation environment. It aims to preserve the collective wisdom, vision and creativity of teacher educators, and it can guide others tasked with similar requirements. This approach adds to the debate regarding what, in the current teacher education context, will genuinely inspire and enhance outcomes for the teachers of tomorrow, and, in turn, their students.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n11.2