Re-mediating knowledge infrastructures: a site for innovation in teacher education

ABSTRACT

The article outlines a framework for studying and organizing infrastructure, social and material to advance consequential knowledge. To demonstrate the utility of the framework, three examples of innovation in teacher education are presented that involve re-mediating infrastructure to imagine equity-oriented teacher learning. The first case focuses on re-mediating social resources to create new pathways for knowledge and expertise to flow between a school and a university teacher education programme. The second case considers how re-mediating social and material resources, specifically who is involved in designing the goals of a teacher education programme, expanded conceptions of the valued outcomes of teacher preparation. The third case addresses the impact of an innovation that re-mediated technical and social resources to support teachers’ professional judgment in classroom interactions. As teacher educators, we need to be open to shifting our purposes and our designs in response to changing institutional, political, and practical circumstances. This framework for organizing and re-mediating infrastructure provides a means of doing this work in principled and responsible ways.

KEYWORDS:

• Consequential learning
• infrastructure
• re-mediation
• teacher education
• innovation

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Jurow’s research reported on in this article was funded by the Office of Outreach and Engagement and Women Investing in the School of Education at the University of Colorado, Boulder.Horn’s research was funded by a grant from the National Science Foundation’s DRK-12 program.