Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity

Autor/inn/en	McDonald, Morva; Kazemi, Elham; Kavanagh, Sarah Schneider
Titel	Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity
Quelle	In: Journal of Teacher Education, 64 (2013) 5, S.378-386 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487113493807
Schlagwörter	Teacher Education; Educational Practices; Teaching Methods; Classroom Techniques; Teacher Education Programs; Intellectual Disciplines; Teacher Education Curriculum; Educational Objectives + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Geisteswissenschaften; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Currently, the field of teacher education is undergoing a major shift--a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we must reimagine not only the curriculum for learning to teach but also the pedagogy of teacher education. We present one example of what we mean by reimagined teacher education pedagogy by offering a framework through which to conceptualize the preparation of teachers organized around core practices. From our perspectives, this framework could be the backbone of a larger research and development agenda aimed at engaging teachers and teacher educators in systematic knowledge generation regarding ambitious teaching and teacher education pedagogy. We conclude with an invitation to the field to join with us in imagining approaches to generating and aggregating knowledge about teaching and the pedagogy of teacher education that will move not only our individual practice but also our collective practice forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10