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Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach

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Title: Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach
Language: English
Authors: Hopper, Tim F., Sanford, Kathy, Fu, Hong
Source: McGill Journal of Education. 2016 51(3):1013-1035.
Availability: McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Peer Reviewed: Y
Page Count: 23
Publication Date: 2016
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Alignment (Education), Educational Environment, Educational Innovation, Professional Education, Knowledge Base for Teaching, Educational Practices, Professionalism, Thinking Skills, Portfolios (Background Materials), Electronic Learning, Program Design, Models, Student Teacher Attitudes, Recall (Psychology), Professional Identity, Social Networks, Instructional Innovation, Teaching Methods, Student Experience, Preservice Teacher Education, Foreign Countries
Geographic Terms: Canada
ISSN: 1916-0666
Abstract: A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers' practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
Abstractor: As Provided
Number of References: 46
Entry Date: 2017
Access URL: https://mje.mcgill.ca/article/view/9379
Accession Number: EJ1143195
Database: ERIC
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  Data: McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
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  Data: A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers' practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
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      – Text: English
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      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Alignment (Education)
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      – SubjectFull: Educational Environment
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      – SubjectFull: Professional Identity
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