Australian Journal of Teacher Education
Abstract
On enrolment in a teacher education course, pre-service teachers embark on a complex voyage of self and professional discovery. In an attempt to assist them grapple with the multiple definitions of a ‘good’ teacher, the authors developed a conceptual framework that captures core elements of change, transition and transformation. Frameworks, whether descriptive, explanatory or predictive, inform the knowledge base for educational research and practice. Irrespective of the degree of sophistication of the framework, from a simple concept to a more multi-layered consideration, there is the capacity to present complexity in a more manageable form. The ideas, concepts and constructs charted through the authors’ framework include notions of teacher, teacher identity, professionalism, theory-practice divides, critical reflection and professional teaching standards. Grounded in the concepts of ‘self, ‘other, and ‘context’, the framework provides a pedagogical tool for addressing all aspects of a mandatory unit of study related to professional classroom practice.
Recommended Citation
Masters, Y., & Freak, A. (2015). Grappling with Multiplicity: A Framework for Teacher Formation. Australian Journal of Teacher Education, 40(12). https://doi.org/10.14221/ajte.2015v40n12.2