Back to the Future: Directions for Research in Teaching and Teacher Education

Abstract

In this article, the authors examine two distinct but closely related fields, research on teaching and research on teacher education. Despite its roots in research on teaching, research in teacher education has developed in isolation both from mainstream research on teaching and from research on higher education and professional education. A stronger connection to research on teaching could inform the content of teacher education, while a stronger relationship to research on organizations and policy implementation could focus attention on the organizational contexts in which the work takes shape. The authors argue that for research in teacher education to move forward, it must reconnect with these fields to address the complexity of both teaching as a practice and the preparation of teachers.

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

“…The findings of this study illustrated the value of closely linking theory to practice, and confirmed that close collaboration between University tutors, mentors and PSTs enhanced the learning and development process (Grossman and McDonald, 2008;Shulman and Shulman, 2004).…”

“…The importance of situated learning experiences, as well as the wider social and cultural setting in which these occur is highly significant (Grossman and McDonald, 2008;Korthagen, 2010;Shulman and Shulman, 2004), influencing learning through enculturation, professional socialisation and co-construction (Curtner-Smith, Hastie and Kinchin, 2008;Green, 2006;Keay, 2005;Miller, 2009;Sirna, Tinning and Rossi, 2010). Shulman and Shulman's (2004) use of the term CoP has been employed to clarify the position and use of CoP taken in this paper.…”

Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program

“…Participants in Fernandez"s and Robinson"s (2007) study pointed out that "microteaching lesson study" (MLS) provided them with opportunities to bridge the gap between theory and practice and to develop reflective learning strategies. In the present study, a number of students (16) stated that microteaching provided them with practical experiences to learn effective classroom management procedures, lesson planning and time management. These students stated, "we learned about classroom management.…”

“…Grossman and McDonald (2008) indicated that such opportunities allow student teachers to experiment with aspects of practice and then learn from that experience. Microteaching application is considered a suitable approach to meet the above-mentioned recommendations.…”

Effects of Contextual Factors on ESD in Teacher Education

“…The need to refer to the effect of contextual factors within teacher education is a highlighted aspect in research on teacher education undertaken by Grossman and McDonald (2008). School climate including such elements as parent/community relations, administration, studentís behavioral values was found to be related to emotional exhaustion, depersonalization, and feelings of low personal accomplishment, which cause burnout for all together.…”