Neomaterialisms and Teacher Education
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Common sense in teacher education holds that preservice teachers can be prepared to teach students in any context by acquiring a set body of knowledge and a repertoire of particular teaching moves (McDonald et al. 2013). In contrast, there is a growing belief that learning to teach is a complex endeavor (Cochran-Smith et al. 2016) which brings into question simplistic and linear conceptions of teacher preparation. Further, all teaching practice emanates from some theory, whether it is implicit or explicit. Thus, preservice teachers need opportunities to theorize the development of their complex knowledge and practices. They must have opportunities to grapple with complex, nonlinear theories to understand the multifaceted, interconnected aspects of their profession.
Preservice teacher education faces a double challenge. First, preservice teachers must have teaching and learning experiences in schools and classrooms to learn the practice of teaching. Second, most preservice...
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