Literaturnachweis - Detailanzeige
Autor/inn/en | Ludlow, Larry; Ell, Fiona; Cochran-Smith, Marilyn; Newton, Avery; Trefcer, Kaitlin; Klein, Kelsey; Grudnoff, Lexie; Haigh, Mavis; Hill, Mary F. |
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Titel | Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach |
Quelle | In: Complicity: An International Journal of Complexity and Education, 14 (2017) 1, S.36-79 (44 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1710-5668 |
Schlagwörter | Systems Approach; Preservice Teacher Education; Statistical Analysis; Stakeholders; Visual Aids; Multivariate Analysis; Multidimensional Scaling; Foreign Countries; Preservice Teachers; Teacher Educators; Cooperating Teachers; New Zealand Systemischer Ansatz; Lehramtsstudiengang; Lehrerausbildung; Statistische Analyse; Anschauungsmaterial; Multivariate Analyse; Mehrdimensionale Analysis; Ausland; Teacher education; Education; Lehrerbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Neuseeland |
Abstract | Our purpose is to provide an exploratory statistical representation of initial teacher education as a complex system comprised of dynamic influential elements. More precisely, we reveal what the system looks like for differently-positioned teacher education stakeholders based on our framework for gathering, statistically analyzing, and graphically representing the results of a unique exercise wherein the participants literally mapped the system as they perceived it. Through an iterative series of inter-related studies employing cluster analysis and multidimensional scaling procedures, we demonstrate how initial teacher education may be represented as a complex system comprised of interactive agents and attributes whose perceived relationships are a function of nested stakeholder-dependent simplex systems. Furthermore, we illustrate how certain propositions of complexity theory, such as boundaries, heterogeneity, multidimensionality and emergence, may be investigated and represented quantitatively. (As Provided). |
Anmerkungen | University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |