Democratizing Teacher Education

In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who...

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Bibliographic Details
Published in:Journal of teacher education 2015-03, Vol.66 (2), p.122-135
Main Authors: Zeichner, Ken, Payne, Katherina A., Brayko, Kate
Format: Article
Language:English
Subjects:
Change Strategies
College School Cooperation
Education reform
Educational Change
Educational Cooperation
Educational Development
Educational Practices
Educational reform
Epistemology
Methods
Partnerships in Education
Preservice Teacher Education
School Community Programs
Social Justice
Teacher centers
Teacher centres
Teacher Education
Teacher Education Programs
Teacher Educators
Teachers
Training
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Summary:In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need. Drawing on examples from joint-work among universities, schools, and communities in a variety of teacher education programs, they highlight the possibilities and complexities in pursuing more democratic work in teacher education.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487114560908