Reconceptualizing Context and Complexity in Teacher Education: Learning Teaching as an Interpretive Process

Autor/inn/en	Warner, Connor K.; Nash, Kindel Turner; Thomas, Rhianna; Bell, Clare; Strekalova-Hughes, Ekaterina; Panther, Leah; Atiles, Julia
Titel	Reconceptualizing Context and Complexity in Teacher Education: Learning Teaching as an Interpretive Process
Quelle	In: SoJo Journal: Educational Foundations and Social Justice Education, 2 (2016) 1, S.59-73 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-5183
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Educational Change; Teacher Educators; Urban Teaching; Teaching Experience; Learning Theories + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Teacher education; Education; Lehrerbildung; Urban education; Stadtteilbezogenes Lernen; Learning theory; Lerntheorie
Abstract	Cochran-Smith (2003) argued that a major problem with efforts to reform both teaching and teacher preparation is a failure by many stakeholders to comprehend the "unforgiving complexity of teaching." Much of the discourse of educational policy and reform, both then and now, conceptualized teaching as a relatively simple process of teachers enacting particular strategies or teaching moves that would result in a linear progression of increased student achievement as measured by high-stakes standardized tests. Such a theory of teaching ignores the complex, recursive, and often rhizomatic nature of both teaching and learning to teach. This paper recounts how a group of faculty members in an urban teacher education program at a research university in the Midwestern United States is attempting to restructure teacher preparation using Hollins' theory of teaching as an interpretive process (TIP) (Hollins, 2011, 2015b). Organized into three sections, the authors first present a conceptual frame articulating their understanding of TIP (Hollins, 2011, 2015b) in contrast to traditional models; second, an account of their struggles as teacher educators and scholars of teacher education to reconstruct their conceptions of teaching and learning to teach in light of TIP, including a description of a tool they have utilized to help teacher candidates understand and internalize TIP; and fourth, implications of their work with thoughts on moving forward. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01