Using Chaos Theory to Disrupt the Single (Linear) Story of Teacher Education

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Teacher Education: Where Have We Already Been? Where Do We Go From Here?

Abstract

In this paper, we draw on chaos theory and poststructural discourse analysis to examine how high-stakes accountability standards, such as the Council for Accreditation of Educator Preparation (CAEP) standards, have ensnared teacher education in linear, outcome-oriented systems and practices. We argue that the neoliberal audit culture denies the messy, uncertain, complicated, painful, and irrational nature of teacher education. Instead, we propose that teacher education should be understood and treated as a chaotic system, which is dynamic, nonlinear with a sensitive dependence on initial conditions.

Authors

• Hilary E. Hughes, University of Georgia - Athens

• Kaitlin Wegrzyn, Immaculate Conception St. Joseph School

• Rachel Ranschaert, University of North Texas