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Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning: A Thing to Be Learned

Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning: A Thing to Be Learned

Melanie Hundley, Amy Palmeri, Andrew Hostetler, Heather Johnson, Teresa K. Dunleavy, Elizabeth A. Self
Copyright: © 2018 |Pages: 28
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch010
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MLA

Hundley, Melanie, et al. "Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning: A Thing to Be Learned." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 153-180. https://doi.org/10.4018/978-1-5225-3068-8.ch010

APA

Hundley, M., Palmeri, A., Hostetler, A., Johnson, H., Dunleavy, T. K., & Self, E. A. (2018). Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning: A Thing to Be Learned. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 153-180). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch010

Chicago

Hundley, Melanie, et al. "Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning: A Thing to Be Learned." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 153-180. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch010

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Abstract

This chapter illustrates the complex web of increasingly authentic experiences in a teacher preparation program. In particular, the chapter focuses on how guiding design principles inform signature pedagogies that extend teacher candidates' experiences beyond the coursework and fieldwork experiences in which pre-service candidates typically engage. These signature pedagogies—disciplinary practices, video club, rehearsals, live actor simulations, and residencies—are shaped by the guiding principles of attention to a novice teacher developmental trajectory, commitments to learning in and through practice, and attention to equity and access to learning opportunities in educational contexts. The chapter argues that teacher preparation programs ought to regularly (re)visit the design principles, values, and commitments as they are situated in the social and political context of education to move closer to the promise of a high-quality education for all.

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