Learning to redesign teacher education: a conceptual framework to support program change |
| |
| Authors: | Dorothea Anagnostopoulos Thomas Levine Rene Roselle Allison Lombardi |
| |
| Institution: | 1. Teacher Education, The University of Connecticut, Storrs, CT, USA;2. Curriculum &3. Instruction, The University of Connecticut, Storrs, CT, USA;4. IB/M Teacher Education Program, The University of Connecticut, Storrs, CT, USA;5. Educational Psychology, The University of Connecticut, Storrs, CT, USA |
| |
| Abstract: | University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström’s expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The expansive learning redesign framework specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education. |
| |
| Keywords: | Preservice teacher education education reform practice school–university partnerships expansive learning |
|
|
