Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge.
Chapter 5 of John Loughran’s book, Developing a Pedagogy of Teacher Education, is titled “A shared language: Conceptualizing knowledge for a pedagogy of teacher education. Episteme is defined as “expert knowledge of a particular problem derived from scientific understandings” and “cognitive in nature.” (pg. 63). In contrast, phronesis is “practical wisdom; it is knowledge of the particularities of a situation. It is knowledge of the concrete not the abstract.” (pg. 64). These terms set the stage for further discussion of the exploration of teacher education programs and the problems that plague them. The author points out a theory to practice disconnect, arguing that there needs to be cohesion in the form of common language and knowledge. Specifically, he proposes the use of “principles, paradoxes, tensions, axioms, summary statements, and assertions” (pg. 80). Various assumptions and program principles are outlined, with the theme being a need for a unified front in programs that prepare teachers. The ideas of self-study, reflection, and teacher inquiry are also included. I specifically enjoyed the description of the program principles developed by Northfield and Gunstone (1997). I agreed with their philosophy of education programs which understands that students arrive with prior experiences which should be considered when implementing instruction. This prior knowledge influences how new ideas are absorbed. Additionally, collaborating with peers is an important part of learning. Most importantly, the instruction at the university should model the types of learning experiences being taught. It’s not enough to tell students use active learning and collaborative strategies, you have to show this in your class. I go back to the co-teaching I did with a professor who week after week taught about active learning by displaying a PowerPoint slide and lecturing while her students sat still and silent for an hour. The dichotomy was obvious and students learned more by what she did than what she said. I think of the Emerson quote, “Your actions speak so loudly I cannot hear what you’re saying.” We need to be that exemplary example for our pre-service teachers, or the message is meaningless.
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