Redefining teaching, re-imagining teacher education
In this article, the authors provide an argument for future directions for teacher education, based on a re-conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop
skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of
historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices
in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Keywords: learning about teaching; researching practice; teacher education; teaching
Document Type: Research Article
Affiliations: 1: Stanford University, Stanford, USA 2: University of Washington, Seattle, USA
Publication date: 01 April 2009
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