The Research We Need in Teacher Education

Tatto, María Teresa; Richmond, Gail; Andrews, Dorinda J. Carter

doi:10.1177/0022487116663694

Cited by 57 publications

(27 citation statements)

References 12 publications

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“…These particular challenges are amplified by the uncertainty of rapid social change and technological advancement. As a result, discussions have emerged about the key goals of teacher education (Tatto, Richmond, & Andrews, 2016). Initial teacher education (ITE) should not be limited by specific discipline based knowledge, but rather, should include the skills and knowledge to enable teachers to cope with the changing demands of the profession.…”

Section: Introductionmentioning

confidence: 99%

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

Crawford¹,

Jenkins²

2018

AJTE

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Section: Introductionmentioning

confidence: 99%

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

Crawford¹,

Jenkins²

2018

AJTE

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“…Tatto, Richmond and Carter Andrews (2016) advocate urgency in understanding the role and effectiveness of teacher education given the plethora of pathways, including university and/or school based approaches, to gaining qualified teacher status. Teacher education programs that support coursework integrated with school placements have been found to develop more effective teachers who are more likely to enter and remain in teaching (Darling-Hammond, 2000) and address the challenge of bridging the theory-practice divide (Korthagen, 2010).…”

Section: Introductionmentioning

confidence: 99%

“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

Dillon

Tannehill

O’Sullivan

2017

Journal of Teaching in Physical Education

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In addressing the theory-practice divide, this research provides valuable insight into preservice teachers' (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilising an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued facilitating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognise student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

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“…Such reliable, transparent messages can increase commitments to and collaboration toward shared goals within programs (Clayton, Howell, Kapustka, Thomas, & Vanderhaar, 2010). Research informing the field around the development and implementation of concepts such as social justice is also necessary as an intermediate step in order to illuminate the effects of institutional policies on the practice of teacher education (Tatto, Richmond, & Carter Andrews, 2016) as well as the tensions inherent in developing a unifying conceptualization of a complex, contested set of ideas.…”

Section: Introductionmentioning

confidence: 99%

Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

Thomas¹,

Clayton²,

Huang³

et al. 2019

ELTL

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This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution's self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978;Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a shared understanding about social justice. Even where apparent consensus existed around particular terminology, the content analysis revealed that individual meanings were deeply contextualized within disciplines and, thereby, were quite distinct. We raise questions regarding how to use dialogue as a meaning making process, the possibilities for a range of meanings, and the significance of contextualizing social justice. The study suggests that significant tensions remain but that "being in tension" is a critical position and potentially informative to faculty who might consider using a framework that invites more diverse perspective rather than embrace a unitary meaning of the term.

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The Research We Need in Teacher Education

Cited by 57 publications

References 12 publications

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

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