期刊名称：Complicity: An International Journal of Complexity and Education
印刷版ISSN：1710-5668
出版年度：2015
卷号：12
期号：2
语种：English
出版社：ComplexityandEducation
摘要：In order that teacher education programs can act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. We need to re-imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-applied. Drawing on our study of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity theory as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.
