Teaching and Teacher Education: Complexity Redux

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Using narrative inquiry, these authors explored the diverse types of reasoning that seem to direct stakeholders' approaches to educational decision-making. They labeled these approaches as simple, complicated, and complex. They begin their account by explaining the attributes of narrative inquiry that guided their work. Through the scholarly space their conversations created, they charted distinctions within the field of education between simple, complicated, and complex reasonings and solutions. They then turned to a selection of anchor texts from existing scholarship that furthered their grasp of these three approaches and their application to educational challenges. As suggested by the title, their ultimate leanings favored complexity. In combination, their ideas strengthened a claim that the choice of a decision making option differentially influences policy and classroom actions.

Original languageEnglish (US)
Pages (from-to)275-289
Number of pages15
JournalInterchange
Volume44
Issue number3
DOIs
StatePublished - Dec 2013

Keywords

  • Cognitive flexibility
  • Complexity
  • Decision-making
  • Educational change
  • Educational policy
  • Narrative inquiry
  • Pedagogical decisions
  • Systems theory
  • Teacher education
  • Teaching

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)
  • Social Sciences (miscellaneous)
  • Social Sciences(all)
  • Law

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