Gymnastik- och idrottshögskolan, GIH

The signature pedagogies enacted were Pedagogies for Professional Learning (i.e. learning communities) and (auto)biographical pedagogies (i.e. cases). In Ireland, the classroom was viewed as a large community, while the teacher established small groups that formed small learning communities. To promote community and enhance participation and motivation in a safe space, the ticket-to-class strategy (further explored in this session) was implemented. In Sweden, (auto)biographical signature pedagogies were used as a theoretical point of departure for course alignment and for insights therein. For example, a written case-based test to promote reflection on school development and topic teaching (PE) was developed. Findings/themes identified/developed In the case of Ireland, the main theme developed was: understanding, planning for, enacting and discussing signature pedagogies as powerful for the teacher educators’ professional learning. The theme encapsulates the multifaceted process of comprehending, strategizing, implementing, and engaging in discourse about signature pedagogies. For the teacher educator, it involved delving into the existing pedagogies that defined the programme, aiming to grasp their nuances and inherent strengths. The planning phase entailed crafting deliberate approaches to incorporate these pedagogies into the programme practices. The enactment was challenging and involved back-and-forth conversations with the pre-service teachers to adapt the SP to their own context and needs. Lastly, discussion with other teacher educators fostered a safe and collaborative reflection that was an essential part of this professional learning opportunity. Swedish teacher educators explored and learned specific autographical pedagogies (vision, vignettes, narratives) as well as general insights into course alignment and task-based learning approaches. In spring 2023, we piloted a re-designed version of the course “School Development” where we implemented different autobiographical pedagogies and tasks. Through the designing and piloting process, we gained insights into creating (from scratch) and implementing (delivering and evaluating) case-based examinations and storytelling and vision tasks. Engaging with the signature pedagogies also encouraged us to reconceptualize our course by centring on specific learning activities and examination tasks. Concluding remarks and take-home messages The process of engaging, planning for, enacting, and reflecting on signature pedagogies in both contexts for the teacher educators was highly positive and seen as a powerful professional learning experience. In considering the use of signature pedagogies in PETE, teacher educators have to be creative in the planning process, create spaces for self-reflection, and consider learning experiences that clearly aligned with the core elements (surface, deep and implicit) from the selected signature pedagogies.