The recursive practice of research and teaching: reframing teacher education

ABSTRACT

As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative.

KEYWORDS:

• practice
• teacher education
• research
• thirdspace

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Rebecca Miles

Rebecca Miles is a lecturer in education at La Trobe University, Albury-Wodonga, Australia. Her research explores place, knowledge, and practice in environmental and sustainability education.

Narelle Lemon

Narelle Lemon is a senior lecturer in teacher education at La Trobe University, Melbourne, Australia. Her research agenda is focused on engagement and participation in the areas of teacher capacity building and cultural organisations in galleries, museums and other alternative education settings, social media for professional development including Twitter and Instagram, and working in academia.

Donna Mathewson Mitchell

Donna Mathewson Mitchell is a senior lecturer in visual arts curriculum at Australian Catholic University, Australia. Her research addresses teaching practice, visual arts education, and teaching and learning in public spaces.

Jo-Anne Reid

Jo-Anne Reid works in the Faculty of Education at Charles Sturt University, Bathurst, Australia. She is interested in the potential of practice theory and philosophy as a theoretical framework for rethinking teacher education and the relationships between universities and schools in the education of teachers.