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    A complex systems perspective on policy standards for teacher learning and development

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    Kaplan-JournalArticle-2020-09.pdf
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    Genre
    Journal article
    Date
    2020-09
    Author
    Garner, Joanna K.
    Kaplan, Avi cc
    Department
    Psychological Studies in Education
    Subject
    Teacher learning
    Teacher evaluation
    Complex systems
    Learning progressions
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/495
    
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    DOI
    https://complexityineducation.com/index.php/ljce/abstract1
    Abstract
    In the United States, the Interstate Teacher Assessment Consortium (InTASC) Standards and Learning Progressions inform pre-service teacher curricula and in-service teacher professional development and evaluation policies (Council of Chief State School Officers, CCSSO, 2013). We apply a complex dynamic systems (CDS) lens to analyze the Standards document’s ontological assumptions about the nature of teaching and teachers’ professional learning. Our inductive and model-guided content analysis revealed that the Standards’ representation of effective teaching highlights the contextual and iterative, feedback-driven nature of teacher learning and change. Teachers’ learning is described as non-linear and as requiring qualitative reconfigurations of expertise. The development of critical teaching dispositions reflects processes typically associated with identity system exploration. These ideas are congruent with complex dynamic systems theories of teachers’ learning and identity formation such as the Dynamic Systems Model of Role Identity (DSMRI). We derive two conceptual behavioral landscapes for teachers’ practices and for their means of learning. We close by proposing that the findings underscore the importance of partnerships among researchers, practitioners, and policymakers in the use, application, and revision of policy.
    Citation
    Garner, J.K. & Kaplan, A. (2020). A complex systems perspective on policy standards for teacher learning and development. International Journal of Complexity in Education 1 (1), 2020. Inaugural Issue. 8-42.
    Has part
    International Journal of Complexity in Education, Vol. 1, Issue 1
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    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/477
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