Journal ArticleDOI
A practice turn for teacher education
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Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as "the practice turn" that characterises contemporary theory around the globe and across disciplines as mentioned in this paper.Abstract:
Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as ‘the practice turn’ that characterises contemporary theory around the globe and across disciplines We are working, together and in parallel, to explore ways in which we can take up the affordances of renewed attention to theories of practice in professional (teacher) education Our aim is to build new theories of teacher education practice that can sustain us as we interact within and around contemporary higher education and school education policy and regulatory frameworks While these may work to constrain and delineate teacher education curriculum decisions, they also delineate the social and interpersonal parameters of the field on which we practise as teacher educators in universities today In this paper I explore and examine the idea of practice in pre-service teacher educationread more
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Book ChapterDOI
The archaeology of knowledge
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Journal ArticleDOI
Making Justice Peripheral by Constructing Practice as “Core”: How the Increasing Prominence of Core Practices Challenges Teacher Education:
Thomas M. Philip,Mariana Souto-Manning,Lauren Anderson,Ilana Seidel Horn,Dorinda J. Carter Andrews,Jamy Stillman,Manka M. Varghese +6 more
TL;DR: In this paper, the authors argue that practice-based approaches to teacher preparation are increasingly calling for and adopting practicebased approaches, with particular emphasis on identifying and centering core practices.
Journal ArticleDOI
Initial teacher education: What does it take to put equity at the center?
TL;DR: In this paper, the authors address the question: What would it take to put equity front and center in initial teacher education? Drawing on research and innovative programming, they argue there are four essential tasks: conceptualizing educational inequality and the role of teacher education in challenging inequality; defining practice for equity; creating curricula and structures that are equity-centered and tailored to local patterns of inequality; engaging in research for local improvement and theory building about the conditions that support candidates' equity practice.
Journal Article
Habitus: A Sense of Place
TL;DR: Habitus: A Sense of Place as mentioned in this paper is a collection of 17 papers originally presented at a conference in Perth, Western Australia in 2000, with the title referring to Pierre Bourdieu's concept of "habitus" which is defined as a system of dispositions, that is of permanent manners of being, seeing and thinking.
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Journal ArticleDOI
The Reflective Practitioner: How Professionals Think in Action
Barry Checkoway,Donald A. Schön +1 more
Journal ArticleDOI
Outline of a Theory of Practice
TL;DR: Bourdieu as mentioned in this paper develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood.
Journal Article
Five Misunderstandings About Case-Study Research
TL;DR: The authors examines five common misunderstandings about case-study research and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars.