Towards a complex framework of teacher learning-practice

Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist. Because simplistic conceptualisations of teaching activity have far-reaching impact on tea...

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Bibliographic Details
Published inProfessional development in education Vol. 47; no. 2-3; pp. 209 - 224
Main Authors Strom, Kathryn J., Viesca, Kara Mitchell
Format Journal Article
LanguageEnglish
Published Routledge 27.05.2021
Subjects
complexity theory
cultural historical activity theory
Educational Theories
rhizomatics
Social Theories
Systems Approach
Teacher Education
Teacher learning
teacher practice
Teaching (Occupation)
Teaching Methods
World Views
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Summary:Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist. Because simplistic conceptualisations of teaching activity have far-reaching impact on teachers, students, and school systems, generating a complex theory of teacher learning-practice is nothing short of an ethical imperative. To tackle this task, we draw from an emerging body of teacher education scholarship that we consider the beginning of a 'complex turn'. Drawing on this literature, we distill a set of conceptual shifts that, together, offer a set of theoretical tools to (re)think the processes of, and connections between, teacher learning-practice in ways that better account for the dynamic, multiplicitous, ever-shifting nature of these activities.
ISSN:1941-5257
1941-5265
DOI:10.1080/19415257.2020.1827449