Learning Teaching in, from, and for Practice: What Do We Mean?

Lampert, Magdalene

doi:10.1177/0022487109347321

Cited by 448 publications

(269 citation statements)

References 34 publications

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“…Yet, the teacher education literature also abounds with references to student teachers experiencing a fragmentation between the coursework and fieldwork components of teacher education programmes, resulting in student teachers being unable to connect their coursework learning to the reality of the school classroom (Gordon 2007;Grossman, Hammerness & McDonald 2009;Korthagen 2001;Lampert 2009). …”

Section: Powerful Teacher Educationmentioning

confidence: 99%

Teaching schools as teacher education laboratories

Gravett

Ramsaroop

2017

SAJCE

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This study emanated from the <em>Integrated Strategic Planning Framework for Teacher Education and Development in South Africa</em>. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

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Section: Powerful Teacher Educationmentioning

confidence: 99%

Teaching schools as teacher education laboratories

Gravett

Ramsaroop

2017

SAJCE

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“…Practical training may involve "observation of classroom activity, as well as sole or shared responsibility for the conduct of some lessons under the guidance of an experienced teacher" (European Commission, 2015b, p. 39). The shift to the practice-based education is grounded on the results of a number of educational researches that indicate the importance of practical training of preservice teachers seeking to provide them with better support to learn quality teaching (Anthony, Hunter & Hunter, 2015;Ball, Ben-Peretz & Cohen, 2014;Forzani, 2014;Grossman, Hammerness & McDonald, 2009;Lampert, 2010;McDonald, Kazemi & Kavanagh, 2013;Zeichner, 2012).…”

Section: Mathematics Teachers' Education and Teaching Qualitymentioning

confidence: 99%

The Development of Didactic Competence of Pre-service Mathematics Teachers Through Teaching Practice at School

Cibulskaitė¹

2016

European Proceedings of Social &Amp; Behavioural Sciences

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The article investigates the development of teaching profession competence of the students at the Lithuanian University of Educational Sciences during their teaching practicum at school. The research focuses on how preservice mathematics teachers develop their own original teaching methodology. The main research question addressed in this study is: are teaching and learning methods chosen by the two groups of students, who studied by different programmes (former or new), linked more to the traditional methodology based on the normative educational paradigm or to the innovative methodology based on the interpretive paradigm? The objective of the study is twofold: to highlight the features of developing pre-service teachers' didactic competence in using mathematics teaching methods, and to investigate the relationship between the teaching practicum model and teaching methodology developed by pre-service mathematics teachers. The results reveal that the majority of the pre-service mathematics teachers, who studied by the former study programme, frequently used traditional teaching and learning methods. The pre-service mathematics teachers, who studied by the new study programme, more often utilise both teacher-oriented and student-centered instruction methods, so that the new teaching practicum model is more effective for the development of their didactic competence.

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“…In his writing, Lampert (2009) argues that teachers should have an ability of developing 'praxis' or 'theory-in-action' as 'an ethical, social and political action'. This concept is different from a Cartesian doctrine which separates a theory form a practice, solely focusing on technical work ('poiesis').…”

Section: Teaching Career Development and The Need For A Reflective Prmentioning

confidence: 99%

“…), 1995, p.56). Such a notion implies that teaching is not only a profession but also an ethical standpoint or value (Lampert, 2009 …”

Section: Introductionmentioning

confidence: 99%

Becoming a Reflective Educator?; An Analysis of the Individual Career Trajectory and Importance of Reflection for Educaators

Nurwanto

2012

AIIJIS

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ABSTRAKTulisan ini mengungkap upaya bertahap yang dilakukan penulis untuk menjadi pendidik yang reflektif di tengah kondisi pendidikan yang kerapkali mandeg, rutin dan kurang inovatif. Dengan menyandarkan pada teori tahap-tahap karir pendidik, beberapa temuan penting dapat dikemukakan bahwa antara tahap awal karir sebagai pendidik dan tahap menuju kedewasaan dalam mendidik dapat ditemukan sebuah masa transisi karir yang sering menjadikan seseorang merasa ragu dan terasing atas pilihan karirnya. Tahap ini sesungguhnya perlu dilewati dengan tidak hanya melakukan kritik diri dan upaya perbaikan atas kinerjanya, namun juga perlu menyimak dan mengadopsi secara kritis atas inovasi dan kinerja terbaik atau keteladanan yang dilakukan kolega lainnya. Lebih dari itu, sejumlah kreativitas dan inovasi juga perlu dikembangkan sehingga karir sebagai pendidik merupakan pilihan penting dalam kehidupan seseorang. Tulisan ini juga menegaskan bahwa kemampuan merefleksi dan meningkatkan kinerja secara umum merupakan tindakan Islami bagi setiap Muslim yang memiliki profesi kependidikan. ABSTRACTThis article covers scaffolding efforts done by the writer to be a reflective educator in the middle of educational condition which is often stopped, routine and less innovative. By depending on the stages of carrier of being educator, some important inventions can be showed that between the first stage of carrier and the stage toward maturity in educating, it can be found a time of carrier transmission making ones be wary and alien to the carrier chosen. This stage must be passed by some actions not only having self reflection but also learn and adopt critically toward the best innovation and model done by other colleges. Moreover, some creativities and innovations also need to be developed, so the carrier of being an educator becomes the important choice in one's life. This article also explains that a skill of reflection and improving the quality of work is an Islamic action for every Moslem which is having educational profession.

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Learning Teaching in, from, and for Practice: What Do We Mean?

Cited by 448 publications

References 34 publications

Teaching schools as teacher education laboratories

Teaching schools as teacher education laboratories

The Development of Didactic Competence of Pre-service Mathematics Teachers Through Teaching Practice at School

Becoming a Reflective Educator?; An Analysis of the Individual Career Trajectory and Importance of Reflection for Educaators

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