ERIC Number: EJ795234
Record Type: Journal
Publication Date: 2004
Reference Count: 49
The Knowledges of Teacher Education: Developing a Critical Complex Epistemology
Kincheloe, Joe L.
Teacher Education Quarterly, v31 n1 p49-66 Win 2004
The complexity of the pedagogical process and the intricacies of a rigorous teacher education are central concerns of this article. What is a critical complex teacher education? What types of knowledges should professional educators possess? The author states that, in a climate as hostile as the first decade of the twenty-first century, the ability of teacher educators to articulate a case for particular knowledges is not merely important, it may be a survival skill. In its devaluation, pedagogy has been rendered invisible in many higher educational settings. Teacher educators, teachers, and teacher education students must not only understand the complexity of good teaching, but stand ready to make this known to political leaders and the general population. The vision on which this article is grounded involves the empowerment of teachers in an era where teacher professionalism is under assault. The author describes a meta-epistemological construction of the types of knowledges required in a critical complex teacher education. This educational knowledge base involves the recognition of different types of knowledges of education, including but not limited to, empirical, experiential, normative, critical, ontological, and reflective-synthetic domains.
Descriptors: Preservice Teacher Education, Epistemology, Teacher Educators, Teacher Education, Higher Education, Educational History, Educational Change, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A