Learning to redesign teacher education: a conceptual framework to support program change
Abstract
University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström’s expansive learning theory and our own efforts to...
Paper Details
Title
Learning to redesign teacher education: a conceptual framework to support program change
Published Date
Aug 2, 2017
Journal
Volume
29
Issue
1
Pages
61 - 80
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