1982
DOI: 10.1177/002248718203300201
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Three Scenarios For Teacher Education

Abstract: Newsweek and Time will, with regularity, provide negative assessments of the public schools and teacher education. They will accurately report that public education is in serious trouble and that schools of education continue to be the stepchildren of the academy. Studies such as the recent Coleman examination of public and private education will proliferate. They will have the effect of further

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Cited by 6 publications
(3 citation statements)
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“…It is argued by Grossman et al (2009, p. 274) that to close the gap between theory and practice, a “pedagogy of enactment” should be added to the existing repertoire of pedagogies of reflection and investigation. Wisniewski’s (1982, p. 3) interpretation of enactment is explained as “the master (teacher educator) working with an apprentice (student) just as physicians work with medical interns during their rounds”. In order to solve the problem:[…] the program in a true professional school would be clinically-based and the theory-practice gap would be systematically attacked […].…”
Section: Conceptual Frameworkmentioning
confidence: 99%
“…It is argued by Grossman et al (2009, p. 274) that to close the gap between theory and practice, a “pedagogy of enactment” should be added to the existing repertoire of pedagogies of reflection and investigation. Wisniewski’s (1982, p. 3) interpretation of enactment is explained as “the master (teacher educator) working with an apprentice (student) just as physicians work with medical interns during their rounds”. In order to solve the problem:[…] the program in a true professional school would be clinically-based and the theory-practice gap would be systematically attacked […].…”
Section: Conceptual Frameworkmentioning
confidence: 99%
“…Taking an artisanal perspective on the work of teaching would be a challenge for the development of what Grossman and McDonald (2008) called "pedagogies of enactment" in teacher education, for if practice is learned idiosyncratically by each individual, such pedagogies would have teacher educators working with learners of teaching on a one-to-one basis. Writing in this journal, Richard Wisniewski (1982), then dean of education at the University of Tennessee, resolved this problem by envisioning teacher educators as masters working with apprentices on enactment the way physicians work with medical interns during "rounds." He asserted that to solve the problem of learning teaching, The program in a true professional school would be clinically-based and the theory-practice gap would be systematically attacked.…”
Section: Practice As That Which Contrasts With Theorymentioning
confidence: 99%
“…In this regard teacher education and professional development programs are the bases for regulating educational activities. Wisniewski (1987) reflected that the educational achievement in United States in 1980s has a key factor, i.e. involvement of teacher educators in formation teacher education policy as their grounded insights were shifting and they had conflicting political biases while reforming educational policy.…”
Section: Educational Policy and Teacher's Professionalismmentioning
confidence: 99%