Abstracts
Abstract
A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
Résumé
La fragmentation des connaissances entre les cours est une préoccupation fréquente dans les programmes de formation des maitres. Celle-ci contribue à antagoniser les connaissances théoriques propres aux disciplines et la réalité de la pratique enseignante dans les écoles. Suite à l’examen de milieux d’apprentissages scolaires innovants et à l’analyse des connaissances d’enseignants, nous élaborons un concept d’apprentissage professionnel dans le but d’attirer l’attention sur une nouvelle vision de la formation des maitres. Avec pour objectif de créer de nouveaux espaces propres à la formation des maitres, nous faisons appel au concept de portfolios électroniques comme trame connective puissante. À l’aide de points de vue d’étudiants, nous élaborons ensuite les grandes lignes d’un aspect en pleine croissance de notre programme de formation des maitres, de points de vue d’étudiants. Nous terminons avec des réflexions sur la manière dont nous intégrons une compréhension conceptuelle et approfondie de l’éducation aux nombreux récits basés sur la pratique.
Appendices
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