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ERIC Number: EJ1064588
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1090-1027
Countering the Essentialized Discourse of Teacher Education
Stremmel, Andrew J.; Burns, James; Nganga, Christine; Bertolini, Katherine
Journal of Early Childhood Teacher Education, v36 n2 p156-174 2015
In this paper, the authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. The authors urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. Teacher educators need to participate in the counternarrative of the de-essentializing "turn" in teacher education. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve. De-essentializing teacher education necessitates embracing complex curricula and pedagogies of unknowability, rather than perpetuating simplistic disciplinary pedagogies of safety and certitude.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Dakota