Dimensionalizing Decompositions: An Analytical Frame for Teacher Education

• In Event: Redesigning and Theorizing Teacher Preparation Programs Using a Democratic Approach

Abstract

Cochran-Smith and colleagues (2014) explain the affordances and challenges of using complexity theory to better account for the co-existing and competing systems and goals in teacher education. In our conceptual essay, we argue that by building on work begun by Boerst et al. (2011) that asserted a relationship between the grain-size of “approximations to practice” and their authenticity, we can more richly dimensionalize “decompositions of practice” so that teacher education researchers can interrogate teaching practice, conceptions of quality, novice learning and the pedagogical practice of teacher educators.

Authors

• Jessica Charles, Berkeley University of California

• Jacquelien A. Bulterman-Bos, Christelijke Hogeschool Ede