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Pedagogical Reasoning in Teacher Education

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International Handbook of Teacher Education

Abstract

The foundations on which teaching is constructed hint at ways of thinking and knowing that shape pedagogy and illustrate why simplistic notions of teaching as telling and learning as listening do not suffice (Loughran, Curric Inq 43(1):118–141, 2013). As a consequence, teaching is perhaps best understood as being problematic because it exists in what Schön (The reflective practitioner: how professionals think in action.Basic Books, New York, 1983) described as the swampy lowlands where important but messy problems exist that cannot be simply resolved or technically managed. Teachers work with uncertainty in an ‘indeterminate zone of practice’ (Schön DA, Educating the reflective practitioner. Jossey-Bass, San Francisco, 1987) in which professional knowledge develops in response to, and is informed by, the context. In exploring the uncertainty inherent in navigating the swampy lowlands of practice, pedagogical reasoning – the scaffolding that supports the sophisticated business of professional practice –comes into sharp focus. Understanding pedagogical reasoning, how it develops and the manner in which it influences practice is important. Making that clear for others, especially students of teaching, is a challenge that should not be eschewed in teacher education programmes.

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Notes

  1. 1.

    Throughout the literature, educational reform is a term often associated with times in which political imperatives lead to questioning about the ‘quality’ and/or ‘standards’ of teaching and teacher education. In such times, it is typical for teaching/teacher education to be viewed as a technical skill to be mastered so that the correct content can be delivered in the best way to maximize outcomes. In recent times, international testing has led to an increased focus on teacher education as the ‘cause’ of many issues with schooling and student success (or otherwise). Calls for ‘reform’ thus abound and are conveniently distanced from, or ignorant of, arguments about the shortcomings of education as a system by scholars such as Sarason (1990, 1996).

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  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    John Loughran, Stephen Keast & Rebecca Cooper

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    John Loughran

  2. School of Education, University of Kansas, Lawrence, Kansas, USA

    Mary Lynn Hamilton

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Loughran, J., Keast, S., Cooper, R. (2016). Pedagogical Reasoning in Teacher Education. In: Loughran, J., Hamilton, M. (eds) International Handbook of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0366-0_10

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