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dc.creatorGarner, Joanna K.
dc.creatorKaplan, Avi
dc.date.accessioned2020-10-12T16:02:25Z
dc.date.available2020-10-12T16:02:25Z
dc.date.issued2020-09
dc.identifier.citationGarner, 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.
dc.identifier.issn2643-4717
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/477
dc.identifier.urihttp://hdl.handle.net/20.500.12613/495
dc.description.abstractIn 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.
dc.format.extent35 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartInternational Journal of Complexity in Education, Vol. 1, Issue 1
dc.rightsAll Rights Reserved
dc.subjectTeacher learning
dc.subjectTeacher evaluation
dc.subjectComplex systems
dc.subjectLearning progressions
dc.titleA complex systems perspective on policy standards for teacher learning and development
dc.typeText
dc.type.genreJournal article
dc.description.departmentPsychological Studies in Education
dc.relation.doihttps://complexityineducation.com/index.php/ljce/abstract1
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.creator.orcid0000-0002-2898-0085
dc.temple.creatorKaplan, Avi
refterms.dateFOA2020-10-12T16:02:25Z


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