Cheryl J Craig Ph DCheryl J. Craig, Ph.DDirector of Elementary EducationCoordinator of Teaching and Teacher Education Department of Curriculum andEducation Department of Curriculum and Instruction

Using What We Know to Grow the Teachers That We Need:

An Exploration of Teacher ImagesAn Exploration of Teacher Images in Teaching and Teacher Education

Four Simultaneous E l R i   f Internal Review of 

Teacher Education Program

External Reviews of College of Education and 

Teacher Education Programs

Why is Dissemination So Difficult?

American Educational Research Journal

The Monkey’s Paw

1) International Handbook of Teaching d T h Ed ti

3) Encyclopedia of Education

2) Handbook of Narrative Inquiry

The Dragon in School BackyardsTeacher College Press

Curriculum Inquiry

and Teacher Education

School Portfolios Teaching and Teacher Educations

6) SAGE H db k f4) American Teacher

Change, Changing, and Being ChangedStudying Teacher Education

5) Handbook of Reflective Practice

5) Handbook of Reflective Practice

6) SAGE Handbook of Curriculum and Instruction

4) American Teacher Educators’ Yearbook

What Teacher Know and How They Know itJournal of Teacher Education

We know a great deal gabout teaching and

teacher education. But how might we actuallyhow might we actually use what we know touse what we know to

grow the teachers that we need?

German Didaktic I f T hiImage of Teaching

Student

Forming [rather than Instructing] Studentsg]

Teacher Content

J i h H tiJewish Hermeneutic Image of TeachingImage of Teaching

Student

Meaning MakingIn pursuit of more pInformed action

Teacher Text

G k I f T hiGreek Image of Teaching

ContentExpert

Pedagogy

Pedagogue StudentsPedagogue(Slave Teacher)

Teacher as Researcher ImageTeacher-as-Researcher Image

Teacher-as-ResearcherTeacher-as-Researcher

How to bring about gcurricular change

CurriculumCurriculumInnovation

CurriculumDissemination

Teacher-as-Reflective PractitionerTeacher as Reflective Practitioner

Unique Situationsq

Reflection-in andReflection-in and on-Practice

Teachers’Societal

TeachersPractical knowledge

Complexity versus Technical

knowledge Rationalism

J h S h bJoseph Schwab

Michael Connelly Jean ClandininMichael Connelly Jean Clandinin

T h C i l I l t ITeacher-as-Curriculum Implementer Image

Planned Curriculum

Fidelity to Mandated Curriculum

Teacher as Curriculum Teacher asAgent of the State Implementation

German Didaktic Jewish Hermeneutic Greek Image of T hiImage of Teaching Image of Teaching

StudentForming [rather than

Student Meaning making In pursuit of

Content expert

Pedagogy

Teaching Image of Teaching Image of Teaching

[rather than Instructing] Students

pmore Informed action

Pedagogy

Teacher Content Teacher TextPedagogue(slave teacher0

Students

Teacher-as-Researcher Image Teacher-as-Reflective-PractitionerTeacher-as-researcher

How to bring about

Unique SituationsReflection-in and on-

Curriculum Curriculum

gCurricular change

CurriculumTeachers’Practical

Practice

CurriculumInnovation

Cu cu uDissemination

Cu cu uDissemination

Practical knowledge

Teacher-as-Curriculum Maker ImageTeacher as Curriculum Maker Image

Curriculum as lived

Teacher Learner

MilieuSubject Matter

C i lCurriculum Field

Teacher-as-C i lCurriculumMaker

Teaching and Teacher Education FieldsFields

Classroom SpaceClassroom Space

Curriculum

DiscretionaryDiscretionary Classroom space

Teachers Students

Teacher-as-Curriculum Implementer Imagep g

Planned Curriculum

Fidelity to Mandated Curriculum

Teacher as Curriculum Teacher asAgent of the State Implementation

Curriculum is what happens – what ppbecomes instantiated – in the moments

Wh hi d l i fWhen teaching and learning fuse

T hTeacher StudentKnowledge about Past historyhimself/ herself as teachersKnowledge of studies

ili

Present experiencesFuture Intentions

In milieu Relationships

MilieuContentS i l lt t tSubject matter

Curriculum guide

Social culture content

Socio- economic milieuMandated book Past history

Race / Cultural conditionsGeo politics

Teacher/ Preservice Teacher

E i f h i l h• Epicenter of the curriculum exchange

• Encounter students face-to-face

Build theories about Negotiate meanings for

TeacherPlanned CurriculumCurriculumGuidesDocuments

LivedCurriculum

What they reflect onBooks Curriculum reflect on

Students

Curriculum = LifeCurriculum = Life

Teacher-as-Curriculum-Maker

I CImportant Counter story

Greene (1988, p. 14)

… that a teacher agent in searchof his/her own freedom is the onlyki d f h hkind of teacher who can arouseyoung persons to go in searchyoung persons to go in search of their own.

ll b hAll about the Learner

• View of Self as Capable of Growth• View of Self as Capable of Growth

• View of Self as Incompetentp

Joseph Schwab

Elliot Eisner

Gail McCutcheon James Henderson

Seymour Fox

Miriam Ben-Peretz Elbaz-Luwisch

L Sh lLee Shulman

Palema Grossman Anna Richert Suzanne WilsonPalema Grossman Anna Richert Suzanne Wilson

Michael Connelly Jean ClandininJean Clandinin

Cheryl Craig Carola Conle Ming Fang He Janice Huber Margaret Olson

h i l kTeacher-as-Curriculum-Maker

• Self-Study of Teaching and Teacher EducationA i R h• Action Research

• Case Study Research• Case Study Research• Reflective Portfolio Making Literaturesg• Narrative Practices, Interdisciplinary

St di T h W k G d T hStudies, Teacher Work Groups, and TeachersHelping Teacherp g

CapacityCapacity

Content

Di i SDiscretionary Space: High Quality T hi d Teaching and Learning

Pedagogue Good Person

IncapacityIncapacity

Content

Memorized Memorized Content

Teacher Student

K f h i iKnowers of their experiences

A t f th i tiAgents of their own actions