Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship

Autor/inn/en	Cohen, Aviv; Gilead, Tal
Titel	Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship
Quelle	In: Studies in Philosophy and Education, 42 (2023) 2, S.201-217 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Aviv)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-022-09856-2
Schlagwörter	Teacher Education; Democracy; Citizenship; Civics; Teaching Methods; Theories + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Demokratie; Staatsbürgerschaft; Staatsbürgerkunde; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie
Abstract	A growing body of literature focuses on practice as a central aspect of teacher education. Whereas this approach emerged mainly from teacher preparation programs in specific content areas such as math, science, and literacy studies, socially related educational fields have served as a peripheral player alone. Recently, however, scholars have suggested incorporating a practice-based approach to teacher education into the social studies. In this article, we draw on complexity theory to reexamine this proposal, evaluating the connections between teaching practices and democratic citizenship. First, we introduce complexity theory. Second, we offer a critical examination of key publications discussing practice-based teacher education, using the components of complexity theory as an organizing scheme. We then highlight practice-based teacher education's reductive aspects, leading to an argument that promoting democratic citizenship through civics teacher education should be seen as a complex endeavor where borders are blurred, interactions are nonlinear, and reality changes frequently. Finally, we offer to supplement the practice approach with aspects of teacher education that stem from complexity theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01