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ERIC Number: EJ1083921
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: EISSN-1710-5668
Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing
Sanford, Katherine Jane; Hopper, Timothy Frank; Starr, Lisa
Complicity: An International Journal of Complexity and Education, v13 n2 p26-48 2015
In order for teacher education programs to act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. We need to re-imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just "professional", but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-applied. Drawing on our collective case study of instructors' lived experience of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Victoria)