Mapping a complex system: what influences teacher learning during initial teacher education?

Newly qualified teachers’ professional digital competence: implications for teacher education

“…This is in line with recent research showing that student teachers' perception of their own competence during ITE has a strong association with how they perceive their professional competence as newly qualified teachers (Hatlevik, 2017). These findings modify the critical remarks about the shortcoming of ITE (Ell et al, 2017), and it indicates that ITE can play an important role for preparing student teachers for their forthcoming practise. One implication is therefore to focus on how ITE can prepare the student teachers by assisting them to advance as professional teachers in general and to develop ICT self-efficacy in teaching in particular.…”

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

“…Despite the immense complexity of teacher development, dominant research and policy perspectives in this area largely remain reductionist and transactional, positioning the teacher as an autonomous actor/empty vessel who takes her learning from her preservice instruction or a professional development (PD) activity and merely transfers it into classroom practice (Opfer & Pedder, 2011; Strom, 2015). However, an emerging body of literature in teacher education reframes teacher learning and practice as emergent phenomena (Ell et al, 2017; Strom, Martin, & Villegas, 2018) that are jointly constructed from the negotiations of multiple situated elements (Anderson & Stillman, 2010; Gatti, 2016), which include not just the teacher and her students but also other classroom-, school-, district-, and policy-level factors (Strom, 2015; Strom & Martin, 2017). To frame and interpret this review of literature, we draw on insights from rhizomatics (Deleuze & Guattari, 1987; Strom, 2015), a critical theory of complexity that provides important conceptual tools for developing a different ontological perspective of teaching and learning about teaching (and the relationship between the two).…”

“…However, we contend that improved research, policy, and practice may come from researchers attending more expansively to these complexities within studies as well as across them. Rhizomatics offers one possibility for doing so, but there are multiple complex frameworks being taken up by teacher education researchers, including complexity theory (Cochran-Smith, Ell, Ludlow, Grudnoff, & Aitken, 2014; Ell et al, 2017) and cultural-historical activity theory (Anderson & Stillman, 2010; Gatti, 2016; Valencia, Martin, Place, & Grossman, 2009). Complex studies without foci on teacher learning and practice offer further models of these possibilities, such as Cochran-Smith et al’s (2018) complex investigation into teacher education accountability and Dixon-Román’s (2017) posthuman/materialism informed examination of social reproduction and quantification in education.…”

Effectiveness of Newly Reformed Teacher Education Program of ADE/B. Ed (Hons.): Student-Teachers' Perceptions

“…A key question is raised by another researcher that how teachers actually learn from teacher education programs should explain the effectiveness of the program (Ell et al, 2017). Regarding such a role of teacher education programs are reportedly not so satisfactory in many countries (Borko, 2004, p. 3 cited by Opfer & Pedder, 2011).…”