Redefining teaching, re-imagining teacher education

Pam Grossmana*, Karen Hammernessa and Morva McDonaldb

Abstract：In this article, the authors provide an argument for future directions for teacher education, based on a re-conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.

Keywords: teaching; teacher education; researching practice; learning about

Teaching

总结：在这篇文章中,作者为教师教育未来的发展方向提供一个论点,基于重新概念化的教学。作者认为教师教育者需要参加实践和试验的临床方面和如何最好地帮助新手开发技能的练习。重视临床实践,需要教师教育者添加教学法，制定到现有的项目的反射和调查。为了使这种现象转变,作者认为,教师教育者需要撤销基础教育的教师历史分歧,。这些课程包括课程之间的基础和方法,以及大学和学校之间的分离。最后,作者建议教师教育是围绕一组核心的实践知识,技能,和职业身份开发的在过程中学习的专业教育实践。

来源：Teachers and Teaching: theory and practice Vol. 15, No. 2, April 2009, 273–289