Professional Experience as a Wicked Problem in Initial Teacher Education

Autor/inn/en	Southgate, Erica; Reynolds, Ruth; Howley, Peter
Titel	Professional Experience as a Wicked Problem in Initial Teacher Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 31 (2013), S.13-22 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.11.005
Schlagwörter	Preservice Teacher Education; Teacher Education Curriculum; Teaching Experience; Field Experience Programs; Problems; Definitions; Evidence + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Problemsituation; Begriffsbestimmung; Evidenz
Abstract	Professional experience in teacher education is explored through the conceptual lens of the wicked problem. Wicked problems are socially constructed and complex. This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. The tactical and strategic implications for finding solutions to professional experience are discussed. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10