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Göteborgs universitets publikationer

Rethinking teacher education

Författare och institution:
Liisa Uusimäki (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
Bringing Teacher Education Forward: National and International Perspectives., ID 2679
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
In many Western teacher education programs, rationalist perspectives are considered the foundation where epistemology is emphasized over ontology, creating a focus on knowledge and skills. It is unfortunate that underlying current ontology in teacher education programs in its attempt to answer the question, ‘what is a good teacher’, is not only very thin but also weak in two very important ways. ‘Goodness’ in regards to the teacher today has been interpreted through the lenses of rationality where rather than ‘virtue’, goodness means having good knowledge and skills. And secondly, it does not take on board seriously the collaborative, collective, interrelated and interdependent nature of teaching as part of a collective or social practice. What is lacking is a relational perspective with an emphasis on ontology, taking the position that before the development of a ‘good’ teacher can take place, and supporting the development of requisite knowledge and skills, it is necessary to view pre-service teachers as human beings who are embodied and embedded in language, relationships, culture and time. This means including space in teacher education programs where pre-service student teachers can talk about moments of frustration in learning and teaching, or discuss the meaning of goodness and its relation to knowledge and skills (Noddings, 2003). The positive sense of self assurance, the positive sense of confidence, the ability to take on challenges and not be overcome by them, to take risks, depends on a sense of self-esteem that does not come out of knowledge and skills. Rather, it comes out of positive constant affirmations from one’s collaborators, mentors, lecturers, and teachers. This paper explores this shift in thinking and provides important implications and applications for consideration for future teacher education programs.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Pedagogik ->
Internationell pedagogik
Assessment, Traditional, Relational, Teacher Education, Teaching and Learning
Postens nummer:
Posten skapad:
2016-06-10 17:13

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