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ERIC Number: EJ1167701
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1047-6210
Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change
Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison
Teaching Education, v29 n1 p61-80 2018
University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström's expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The "expansive learning redesign framework" specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Grant or Contract Numbers: N/A