Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice

Karen Hammerness*, David Stroupe, Kavita Kapadia Matsko

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter shares three theoretical frameworks that can be especially helpful in puzzling through six perennial “problems of learning teaching”: enactment, observation, vision, equity, complexity, and fragmentation. Each of the three frameworks signals specific principles that can help address those perennial problems, and in turn, can help guide teacher education program design. The three complementary theoretical frameworks can be helpful for those engaged in comparative research, and by helping support program design and planning for new teachers learning to teach in equitable ways. Examples from programs around the world help illustrate what these principles look like in teacher education programs.

Original languageEnglish (US)
Title of host publicationThe Palgrave Handbook of Teacher Education Research
Subtitle of host publicationVolume 1,2
PublisherSpringer International Publishing
Pages1259-1292
Number of pages34
Volume2
ISBN (Electronic)9783031161933
ISBN (Print)9783031161926
DOIs
StatePublished - Jan 1 2023

Keywords

  • Learning theory
  • Preservice teacher learning
  • Program design
  • Teacher learning

ASJC Scopus subject areas

  • General Social Sciences

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