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

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The Palgrave Handbook of Teacher Education Research

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.

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  1. American Museum of Natural History, New York, NY, USA

    Karen Hammerness

  2. Michigan State University, East Lansing, MI, USA

    David Stroupe

  3. Northwestern University, Evanston, IL, USA

    Kavita Kapadia Matsko

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  1. Karen Hammerness
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  2. David Stroupe
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Correspondence to Karen Hammerness .

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  1. Division of Leadership and Innovation, Mary Low Fulton Teachers College, Arizona State University, Tempe, AZ, USA

    Maria Teresa Tatto

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Hammerness, K., Stroupe, D., Matsko, K.K. (2022). Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_64-1

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