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Autor/inn/en | Levine, Thomas H.; Mitoma, Glenn Tatsuya; Anagnostopoulos, Dorothea M.; Roselle, Rene |
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Titel | Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices |
Quelle | In: Journal of Teacher Education, 74 (2023) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Levine, Thomas H.) ORCID (Anagnostopoulos, Dorothea M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
DOI | 10.1177/00224871221108645 |
Schlagwörter | Alignment (Education); Teacher Education Programs; Program Design; College Faculty; Teaching Methods; Educational Change; Teacher Attitudes; Best Practices; Conflict; Connecticut |
Abstract | Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors' agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term "pathway flexibility." By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |