The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Chapter 29: Developmental Learning Approaches to Teaching: Stages of Epistemological Thinking and Professional Expertise
Developmental Learning Approaches to Teaching: Stages of Epistemological Thinking and Professional Expertise
Developmental perspectives on teachers’ learning assume a particular view on knowledge and knowing as constructs that change over time. They basically set two principles that neatly distinguish them from other approaches to teaching. First, professional learning is defined as a sequential process that takes time and implies evolution through stages of development. Second, knowledge acquisition occurs while teachers gradually gain expertise from practice; moving from novice to expert.
The first principle aligns with the view that knowledge is constructed through one's own activity (Ammon & Levin, 1993; Piaget, 1970). Teachers move from one developmental stage to another by ...