Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-07-08 DOI:10.1177/00224871221108645

Thomas H. Levine, Glenn Mitoma, D. Anagnostopoulos, René Roselle

引用次数: 3

Abstract

Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program coherence. Drawing on a case study of program-wide redesign, we show that promoting coherence requires more than just maximizing unity (instructors’ agreement on means and ends). It also requires addressing conflict and recognizing fragmentation in ways that support what we term “pathway flexibility.” By highlighting the interplay of unity, conflict, and fragmentation, we offer a set of conceptual tools to understand and support the development of program coherence in teacher education.

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以核心实践重新设计教师教育项目为例，探讨项目一致性的性质、促进因素和挑战

学者们呼吁促进教师教育计划的一致性。这种连贯性通常被描述为一种需要实现的状态。本文将一致性重新定义为一个动态过程，受统一、冲突和分裂的同时组织现实的影响；它还旨在阐明可以促进或挑战加强教师教育计划一致性工作的因素。通过对整个项目重新设计的案例研究，我们表明，促进一致性需要的不仅仅是最大限度地提高团结（教师对手段和目的的一致性）。它还需要以支持我们所说的“路径灵活性”的方式来解决冲突和认识碎片化。通过强调统一、冲突和碎片化的相互作用，我们提供了一套概念工具来理解和支持教师教育中项目一致性的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).