Grappling with Multiplicity: A Framework for Teacher Formation

Title
Grappling with Multiplicity: A Framework for Teacher Formation
Publication Date
2015
Author(s)
Masters, Yvonne
( author )
OrcID: https://orcid.org/0000-0002-1120-7950
Email: ymasters@une.edu.au
UNE Id une-id:ymasters
Freak, Annette
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Edith Cowan University
Place of publication
Australia
DOI
10.14221/ajte.2015v40n12.2
UNE publication id
une:18454
Abstract
On enrolment in a teacher education course, pre-service teachers embark on a complex voyage of self and professional discovery. In an attempt to assist them grapple with the multiple definitions of a 'good' teacher, the authors developed a conceptual framework that captures core elements of change, transition and transformation. Frameworks, whether descriptive, explanatory or predictive, inform the knowledge base for educational research and practice. Irrespective of the degree of sophistication of the framework, from a simple concept to a more multi-layered consideration, there is the capacity to present complexity in a more manageable form. The ideas, concepts and constructs charted through the authors' framework include notions of teacher, teacher identity, professionalism, theory-practice divides, critical reflection and professional teaching standards. Grounded in the concepts of 'self', 'other', and 'context', the framework provides a pedagogical tool for addressing all aspects of a mandatory unit of study related to professional classroom practice.
Link
Citation
Australian Journal of Teacher Education, 40(12), p. 14-26
ISSN
1835-517X
0313-5373
Start page
14
End page
26

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