Department of Teaching, Learning and Teacher Education
Kathryn J. Strom http://orcid.org/0000-0002-6411-2779
Date of this Version
Published in Professional Development in Education (2020), 16pp.
Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist. Because simplistic conceptualizations of teaching activity have far-reaching impact on teachers, students, and school systems, generating a complex theory of teacher learning-practice is nothing short of an ethical imperative. To tackle this task, we draw from an emerging body of teacher education scholarship that we consider the beginning of a ‘complex turn’. Drawing on this literature, we distill a set of conceptual shifts that, together, offer a set of theoretical tools to (re)think the processes of, and connections between, teacher learning-practice in ways that better account for the dynamic, multiplicitous, ever-shifting nature of these activities.
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group. Used by permission.