Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of “signature pedagogies” and their uncertain, engaging, formative qualities. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.

Original languageEnglish (US)
Pages (from-to)215-226
Number of pages12
JournalJournal of Teacher Education
Volume66
Issue number3
DOIs
StatePublished - May 4 2015

Keywords

  • practice-based teacher education
  • problem-based teacher education
  • teacher induction
  • teacher learning

ASJC Scopus subject areas

  • Education

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