- Zeichner (1983) identifies four paradigms in teacher education: behaviouristic, personalistic, traditional craft, enquiry orientation ( ‘Alternative Paradigms of Teacher Education’, Journal of Teacher Education, vol. 34, pp. 3–9.)
- It is highly likely that an ITE course will combine aspects of the four but may have a tendency towards one paradigm.
- Taylor’s (2008) research also supports Zeichner’s views. Taylor’s four ways of describing ITE learning: Cascading expertise, enabling student’s individual growth as teacher, developing student teaching, students as teachers and learners.
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- It is highly likely that an ITE course will combine aspects of the four but may have a tendency towards one paradigm.
- Taylor’s (2008) research also supports Zeichner’s views. Taylor’s four ways of describing ITE learning: Cascading expertise, enabling student’s individual growth as teacher, developing student teaching, students as teachers and learners.
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‘Transmission of knowledge and skills:
(INFORMATION FROM EXPERT TO STUDENT)
1. Behaviouristic:
- adopting particular behaviors as prescribed by the course which might be derived from statutory standards or competencies.
3. Traditional Craft:
- the apprenticeship model where students are expected to assimilate knowledge by working with expert teachers in the classroom. (e.g. watching and copying their mentor’s approach to managing a class.)
A. Cascading Expertise:
- information and expertise is transmitted from experts to novices.
C. Developing student teaching:
- Where skills are learned through emulation of experts.
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Student-Teacher Centered Approach:
(STUDENT REFLECTS AND GROWS)
2. Personalistic:
- concerned with the psychological growth personal growth of the student into the role of teacher.
- developing a teacher identity.
(e.g. developing a classroom management approach that works will be seen as developing from the growth of the student teacher into the teacher identity. Therefore it may be very gradual and discussions of behavior management may be dominated by discussion of how the student sees themselves in the classroom and their experience of dealing with behavior.)
4. Enquiry Orientation:
- Teachers act on ethical, political and pedagogical issues in a considered, skillful and reflective way to construct their own knowledge from a range of sources.
- concerned with problem solving.
(e.g. Each learning opportunity is used to try different approaches, to evaluate the success of different approaches and then the student can construct their own understanding of behavior management. Different approaches might include trialing a behaviourist or traditional-craft approach, but includes the flexibility to question, critique and reject ideas in favor of their own researched and trialed solutions.
B. Enabling students’ individual growth as teachers:
- Where personalization of approach and nurturing results in a student’s individual growth.
- Intensive mentoring in order to be initiated into a particular school context.
D. Students as teachers and learners:
- More holistic, questioning approach, where students are encouraged to think crtically about theory and practice in order to develop their own thinking.
Next page: Differences between the 4 paradigms
(INFORMATION FROM EXPERT TO STUDENT)
1. Behaviouristic:
- adopting particular behaviors as prescribed by the course which might be derived from statutory standards or competencies.
3. Traditional Craft:
- the apprenticeship model where students are expected to assimilate knowledge by working with expert teachers in the classroom. (e.g. watching and copying their mentor’s approach to managing a class.)
A. Cascading Expertise:
- information and expertise is transmitted from experts to novices.
C. Developing student teaching:
- Where skills are learned through emulation of experts.
----
Student-Teacher Centered Approach:
(STUDENT REFLECTS AND GROWS)
2. Personalistic:
- concerned with the psychological growth personal growth of the student into the role of teacher.
- developing a teacher identity.
(e.g. developing a classroom management approach that works will be seen as developing from the growth of the student teacher into the teacher identity. Therefore it may be very gradual and discussions of behavior management may be dominated by discussion of how the student sees themselves in the classroom and their experience of dealing with behavior.)
4. Enquiry Orientation:
- Teachers act on ethical, political and pedagogical issues in a considered, skillful and reflective way to construct their own knowledge from a range of sources.
- concerned with problem solving.
(e.g. Each learning opportunity is used to try different approaches, to evaluate the success of different approaches and then the student can construct their own understanding of behavior management. Different approaches might include trialing a behaviourist or traditional-craft approach, but includes the flexibility to question, critique and reject ideas in favor of their own researched and trialed solutions.
B. Enabling students’ individual growth as teachers:
- Where personalization of approach and nurturing results in a student’s individual growth.
- Intensive mentoring in order to be initiated into a particular school context.
D. Students as teachers and learners:
- More holistic, questioning approach, where students are encouraged to think crtically about theory and practice in order to develop their own thinking.
Next page: Differences between the 4 paradigms
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