The Twisting Path of Concept Development in Learning to Teach

Abstract

Teacher education is often viewed as too theoretical and not sufficiently concerned with the realities of classroom practice. From this perspective theory and practice are cast as distinct realms whose only connection comes when theory influences practice. We argue that the theory-practice dichotomy lacks the richness of Vygotsky's notion of concepts, in which abstract principles are interwoven with worldly experience. More specifically, Vygotsky distinguishes two types of concepts, spontaneous concepts and scientific concepts. Spontaneous concepts are learned through cultural practice and, because they are tied to learning in specific contexts, allow for limited generalization to new situations; scientific concepts are learned through formal instruction and, because they are grounded in general principles, can more readily be applied to new situations. Vygotsky argues that while spontaneous concepts may be developed without formal instruction, scientific concepts require interplay with spontaneous concepts; hence the problematic nature of the theory-practice dichotomy. He further identifies two types of generalization that approximate concepts yet do not achieve their theoretical unity: complexes, in which some members of the set may be unified with others but all are not unified according to the same principle; and pseudoconcepts, in which members of the set appear unified but include internal inconsistencies. We argue that teacher educators should strive to teach concepts, though the overall structure of teacher education programs makes it more likely that their students will learn complexes or pseudoconcepts. We illustrate these problems with examples from case studies of teachers making the transition from their teacher education programs to their first jobs. Many educators believe that teacher education programs are too theoretical, emphasizing ideals and abstractions at the expense of the mundane tools needed for effective practice (Baldassarre, 1997; Gallagher, 1996; Kallos, 1999; Voutira, 1996). This schism is revealed in the lament of a teacher who, when asked about the value of contemporary literary theory to her instruction, responded that theories are ''far removed from those of us who work the front lines!'' (Applebee, 1993, p. 122). Wilhelm

Knowledge of child development in the interface of theory and practice in foundation phase teacher education

“…This is exactly what Smagorinsky, Cook and Johnson (2003) argue when they propose that different departments that teach in TE programmes do not always share common understanding of concepts and that can become very confusing to students. They refer to this as a 'conceptually haphazard teacher education preparation' (Smagorinsky et al 2003(Smagorinsky et al :1422, which results in students having different conceptions and also inconsistencies amongst these conceptions.…”

“…They refer to this as a 'conceptually haphazard teacher education preparation' (Smagorinsky et al 2003(Smagorinsky et al :1422, which results in students having different conceptions and also inconsistencies amongst these conceptions. They furthermore argue that if universities want to teach courses on childhood development in different departments, these departments need to have a 'consistent focus on a pedagogical approach or teaching philosophy' (Zeichner & Gore 1990, in Smagorinsky et al 2003:1422 for the course content to have the fully intended educational effect.…”

“…According to Smagorinsky et al (2003), theory and practice are often seen as different domains in TE. Henning and Gravett (2011) argue that this need not be the case and that some epistemological integration is possible in pre-service TE.…”

“…Henning and Gravett (2011) argue that this need not be the case and that some epistemological integration is possible in pre-service TE. According to the perceived divide, theory is viewed as more 'ethereal and authoritative' and practice as more 'protean and pragmatic' (Smagorinsky et al 2003(Smagorinsky et al :1400. The higher probability of theory improving practice is accepted and the likelihood that practice might be able to inform theory is never considered.…”

“…The higher probability of theory improving practice is accepted and the likelihood that practice might be able to inform theory is never considered. Smagorinsky et al (2003Smagorinsky et al ( :1400 note that practice often takes the back seat to theory and practice is viewed to be something that 'people do in spite of what they think'. They are of the opinion that Vygotsky's notion of concept, which recognises the inherent relation between abstracted systems of principles and engagement in cultural practice, could be utilised to unify theoretical concepts and their application in practice.…”