Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach

Autor/inn/en	Ludlow, Larry; Ell, Fiona; Cochran-Smith, Marilyn; Newton, Avery; Trefcer, Kaitlin; Klein, Kelsey; Grudnoff, Lexie; Haigh, Mavis; Hill, Mary F.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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