Year: 2022
Type: article
Abstract: [Excerpt] Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9).
Source: Journal of Teacher Education
Institutions: Texas A&M University, University of Minho, Texas State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4220802684