Professional experience as a wicked problem in initial teacher education

Teaching and Teacher Education - Tập 31 - Trang 13-22 - 2013
Erica Southgate1, Ruth Reynolds1, Peter Howley2
1School of Education, University of Newcastle, University Drive, Callaghan, NSW 2308, Australia
2School of Mathematical and Physical Sciences, University of Newcastle, Callaghan, NSW 2308, Australia

Tài liệu tham khảo

Bacchi, 2000, Policy as discourse: what does it mean? Where does it get us?, Discourse: Studies in the Cultural Politics of Education, 21, 45, 10.1080/01596300050005493 Barrett, 2012, Wicked problems and good work in music teacher education, Journal of Music Teacher Education, 21, 3, 10.1177/1057083711434403 Bartholomew, 2009, Competing views of teaching in a school-university partnership, Teaching and Teacher Education, 25, 155, 10.1016/j.tate.2008.07.001 Bates, 2002, Australian teacher education: some background observations, Journal of Education for Teaching, 28, 217, 10.1080/0260747022000021331 Beyer, 2002, The politics of standardization: teacher education in the USA, Journal of Education for Teaching, 28, 239, 10.1080/0260747022000021377 Blackman, 2006, Performance assessment and wicked problems: the case of health inequalities, Public Policy and Administration, 21, 66, 10.1177/095207670602100206 Bore, 2009, The wicked and complex in education: developing a transdisciplinary perspective for policy formulation, implementation and professional practice, Journal of Education for Teaching, 35, 241, 10.1080/02607470903091286 Borman, 2008, Teacher attrition and retention: a meta-analytic and narrative review of the research, Review of Educational Research, 78, 367, 10.3102/0034654308321455 Bradey, 2002, School university partnerships: what do the schools want?, Australian Journal of Teacher Education, 27, 1 Brennan, 2008, Sites of contestation over teacher education in Australia, Teachers and Teaching, 14, 295, 10.1080/13540600802037702 Bullock, 2004, Moving from theory to practice: an examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences, Journal of Technology and Teacher Education, 12, 211 Burant, 2002, Beyond classroom-based early field experiences: understanding an “educative practicum” in an urban school and community, Teaching and Teacher Education, 18, 11, 10.1016/S0742-051X(02)00016-1 Castle, 2006, Do Professional Development Schools (PDSs) make a difference? A comparative study of PDS and non-PDS teacher candidates, Journal of Teacher Education, 57, 65, 10.1177/0022487105284211 Clawson, 2000, Developing student field experiences through university-community collaborations, Journal of Early Childhood Teacher Education, 21, 65, 10.1080/0163638000210108 Clift, 2005, Research on method courses and field experiences, 309 Cochran-Smith, 2001, The outcomes question in teacher education, Teaching and Teacher Education, 17, 527, 10.1016/S0742-051X(01)00012-9 Cochran-Smith, 2002, Reporting on teacher quality: the politics of politics, Journal of Teacher Education, 53, 379, 10.1177/002248702237392 Cochran-Smith, 2001, Sticks, stones, and ideology: the discourse of reform in teacher education, Educational Researcher, 30, 3, 10.3102/0013189X030008003 Cochran-Smith, 2009, Executive summary Coffey, 2010, “They taught me”: the benefits of early community-based field experiences in teacher education, Teaching and Teacher Education, 26, 335, 10.1016/j.tate.2009.09.014 Cole, 1993, Shattered images: understanding expectations and realities of field experiences, Teaching and Teacher Education, 9, 457, 10.1016/0742-051X(93)90030-K Conklin, 2006 Connell, 2009, Good teachers on dangerous ground: towards a new view of teacher quality and professionalism, Critical Studies in Education, 50, 213, 10.1080/17508480902998421 Crowe, 2010 Darling-Hammond, 2006 Darling-Hammond, 2009 Darling-Hammond, 2010, Teacher education and the American future, Journal of Teacher Education, 61, 35, 10.1177/0022487109348024 Darling-Hammond, 2002, Variation in teacher preparation: how well do different pathways prepare teachers to teach?, Journal of Teacher Education, 53, 286, 10.1177/0022487102053004002 Darling-Hammond, 2005, The design of teacher education programs, 390 Darling-Hammond, 2005, Does teacher preparation matter? Evidence about teacher certification, teach for America, and teacher effectiveness, Education Policy Analysis Archives, 13, 1 2012 Darling-Hammond, 2012, Teacher education around the world: what can we learn from international practice?, 151 Devaney, 2009, Child abuse as a complex and wicked problem: reflecting on policy developments in the United Kingdom in working with children and families with multiple problems, Children and Youth Services Review, 31, 635, 10.1016/j.childyouth.2008.12.003 Dewey, 1964, The relation of theory and practice in education, 313 Feiman-Nemser, 2001, From preparation to practice: designing a continuum to strengthen and sustain teaching, Teachers College Record, 103, 1013, 10.1111/0161-4681.00141 Ferfolja, 2008, Building teacher capital in preservice teachers: reflections on a new teacher-education initiative, Australian Journal of Teacher Education, 33, 68, 10.14221/ajte.2008v33n2.5 Falkenberg, 2010, Introduction: central issues of field experiences in Canadian teacher education Fischer, 1993, Citizen participation and the democratization of policy expertise: from theoretical inquiry to practical cases, Policy Sciences, 26, 165, 10.1007/BF00999715 FitzGibbon, 2012, Climate change as a wicked problem: an evaluation of the institutional context for rural water management in Ghana, Sage Open, 2, 1, 10.1177/2158244012448487 Furlong, 2005, New labour and teacher education: the end of an era, Oxford Review of Education, 31, 119, 10.1080/0305498042000337228 Furlong, 2008, Partnership, policy and politics: initial teacher education in England under new labour, Teachers and Teaching, 14, 307, 10.1080/13540600802037728 Gallego, 2001, Is experience the best teacher?: the potential of coupling classroom and community-based field experiences, Journal of Teacher Education, 52, 312, 10.1177/0022487101052004005 Gardner, 1994, The early history of school-based teacher training, 21 Goldstein, 2003, Preservice teachers, caring communities, and parent partnerships: challenges and possibilities for early childhood teacher education, Journal of Early Childhood Teacher Education, 24, 61, 10.1080/1090102030240109 Goodnough, 2009, Exploring the triad model of student teaching: preservice teacher and cooperating teacher perceptions, Teaching and Teacher Education, 25, 285, 10.1016/j.tate.2008.10.003 Gore, 2001, Beyond our differences: a reassembing of what matters in teacher education, Journal of Teacher Education, 52, 124, 10.1177/0022487101052002004 Goulding, 2009, Wicked learning: reflecting on learning to be drier, Australian Journal of Adult Learning, 49, 543 Graham, 2006, Conditions for successful field experiences: perceptions of cooperating teachers, Teaching and Teacher Education, 22, 1118, 10.1016/j.tate.2006.07.007 Grootenboer, 2005, The impact of the school-based practicum on preservice teachers' affective development in mathematics, Mathematics Teacher Education and Development, 7, 18 Grossman, 2008, Back to the future: directions for research in teaching and teacher education, American Education Research Journal, 45, 184, 10.3102/0002831207312906 Hammerness, 2012, Teacher preparation in the Netherlands: shared visions and common features, 44 Hartsuyker, 2007 Hobson, 2009, Mentoring beginning teachers: what we know and what we don't, Teaching and Teacher Education, 25, 207, 10.1016/j.tate.2008.09.001 Hollins, 2005, Research on preparing teachers for diverse populations Hunter, 2007, Conspicuous compassion and wicked problems: the Howard Government's National Emergency in indigenous affairs, Agenda: A Journal of Policy Analysis and Reform, 14, 35 Jefferson, 2009, Teacher training: what's needed, Journal of Further and Higher Education, 33, 281, 10.1080/03098770903026198 Kamenair, 2010, “Mullin' the Yarndi” and other wicked problems at a multiracial early childhood education site in regional Australia, Educational Policy, 24, 9, 10.1177/0895904809354321 Korthagen, 2006, Developing fundamental principles for teacher education programs and practices, Teaching and Teacher Education, 22, 1020, 10.1016/j.tate.2006.04.022 Lasley, 1985, Problems of early field experience students of teaching, Teaching and Teacher Education, 1, 221, 10.1016/0742-051X(85)90005-8 Latham, 2007, Do professional development schools reduce teacher attrition? Evidence from a longitudinal study of 1000 graduates, Journal of Teacher Education, 58, 153, 10.1177/0022487106297840 Le Cornu, 2008, Reconceptualising professional experiences in preservice teacher education. Reconstructing the past to embrace the future, Teaching and Teacher Education, 24, 1799, 10.1016/j.tate.2008.02.008 Lesley, 2010, Separating the chaff of bureaucracy from the grain of pedagogy: creating quality teachers in the age of accountability, Teacher Education Quarterly, 37, 33 Lortie, 2002 Louden, 2008, 101 damnations: the persistence of criticism and the absence of evidence about teacher education in Australia, Teachers and Teaching, 14, 357, 10.1080/13540600802037777 Louge, 2009, Moving policy forward: ‘brain drain’ as a wicked problem, Globalisation, Societies and Education, 7, 41, 10.1080/14767720802677366 Ludlow, 2010, An accountability model for initial teacher education, Journal of Education for Teaching, 36, 353, 10.1080/02607476.2010.513843 Luke, 2000, Editorial: redesigning teacher education, Teaching Education, 11, 5, 10.1080/10476210050020318 Maandag, 2007, Teacher education in schools: an international comparison, European Journal of Teacher Education, 30, 151, 10.1080/02619760701275552 MacBeath, 2012, Teacher training, education or learning by doing in the UK, 66 McKnight, 1990, The evaluation of postsecondary classroom teaching: a wicked problem?, New Directions for Teaching and Learning, 43, 57, 10.1002/tl.37219904306 Mclaughlin, 2007, Rethinking the basis for “high quality” teaching: teacher preparation in communities, 331 McMorrow, 2008, School funding in Australia: a ‘wicked problem’, Dissent, 28, 36 Menter, 2009, Capacity building in teacher education research, Journal of Education for Teaching: International Research and Pedagogy, 35, 315, 10.1080/02607470903220398 Mule, 2006, Preservice teachers' inquiry in a professional development school context: implications for the practicum, Teaching and Teacher Education, 22, 205, 10.1016/j.tate.2005.09.011 National Research Council, 2010 New South Wales Institute of Teachers, 2005 Page, 2004, Leading preservice teachers to water and helping them drink: how candidates teachability affects the gatekeeping and advocacy roles of teacher educators, Teacher Education Quarterly, 31, 25 Patton, 2011 Ralph, 2003, Promoting teaching in rural schools, Journal of Teaching and Learning, 2, 23 Rittel, 1973, Dilemmas in a general theory of planning, Policy Sciences, 4, 155, 10.1007/BF01405730 Ronfeldt, 2012, Where should student teachers learn to teach?: effects of field placement school characteristics on teacher retention and effectiveness, Educational Evaluation and Policy Analysis, 34, 3, 10.3102/0162373711420865 Sim, 2006, Preparing for professional experiences – incorporating preservice teachers as ‘communities of practice’, Teaching and Teacher Education, 22, 77, 10.1016/j.tate.2005.07.006 Sleeter, 2008, Preparing white teachers for diverse students, 559 Sykes, 2010, Teacher education: its problems and some prospects, Journal of Teacher Education, 61, 464, 10.1177/0022487110375804 Vick, 2006, “It's a difficult matter”: historical perspectives on the enduring problem of the practicum in teacher preparation, Asia-Pacific Journal of Teacher Education, 34, 181, 10.1080/13598660600720579 Walkington, 2010, Editorial: teacher educators: the leaders in work-integrated learning, Asia-Pacific Journal of Teacher Education, 38, 177, 10.1080/1359866X.2010.493580 Wang, 2002, Mentored learning to teach according to standards-based reform: a critical review, Review of Educational Research, 72, 481, 10.3102/00346543072003481 Wang, 2008, Effects of teacher induction on beginning teachers' teaching: a critical review of the literature, Journal of Teacher Education, 59, 132, 10.1177/0022487107314002 Wang, 2010, Bold ideas for improving teacher education and teaching: what we see, hear, and think, Journal of Teacher Education, 61, 3, 10.1177/0022487109349236 White, 2010, Professional experience in new times: issues and responses to a changing education landscape, Asia-Pacific Journal of Teacher Education, 38, 181, 10.1080/1359866X.2010.493297 Wilson, 2003 Zeichner, 2003, The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students, Teachers College Record, 105, 490, 10.1111/1467-9620.00248 Zeichner, 2005, A research agenda for teacher education, 737 Zeichner, 2006, Reflections of a university-based teacher educator on the future of college- and university-based teacher education, Journal of Teacher Education, 57, 326, 10.1177/0022487105285893 Zeichner, 2007, Accumulating knowledge across self-studies in teacher education, Journal of Teacher Education, 58, 36, 10.1177/0022487106296219 Zeichner, 2010, Rethinking the connections between campus courses and field experiences in college-and university-based teacher education, Journal of Teacher Education, 61, 89, 10.1177/0022487109347671 Zeichner, 2005, Teacher education programs, 645 Zeichner, 1990, Teacher socialization, 329 Zeichner, 1981, Are the effects of university teacher education “washed out” by school experience?, Journal of Teacher Education, 32, 7, 10.1177/002248718103200302