Abstract
In this chapter, we analyze a new undergraduate teacher education program as an example of an educational innovation in higher education. We use the geometric tangram puzzle — a puzzle of seven pieces that always begins as a perfect square — as a metaphor for the program. In using the tangram metaphor and rearranging the pieces to make the shapes that are part of the puzzle itself: square, parallelogram, and triangle, we argue that teacher education is more than a random array of parts: Construed as a meaningful whole, the parts are open to a variety of arrangements which might be seen as adaptive and essential to the shaping of practice in various contexts. We see in this work implications for reform in teacher education as well as in teaching and, ultimately, in schools.
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Mcvarish, J., Rust, F. (2005). Unsquaring Teacher Education. In: Kosnik, C., Beck, C., Freese, A.R., Samaras, A.P. (eds) Making a Difference in Teacher Education Through Self-Study. Self Study of Teaching and Teacher Education Practices, vol 2. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3528-4_12
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DOI: https://doi.org/10.1007/1-4020-3528-4_12
Publisher Name: Springer, Dordrecht
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