Dr John Hedgcock

Associate Professor, Monterey Institute of International Studies, USA

Disciplinary Knowledge and the New Teacher:
Toward a Socioliterate Approach to Teacher Education

Abstract

Whereas reflective models of teaching and learning have been popularized, teacher preparation frequently emphasizes theoretical constructs in diverse academic subfields. This mismatch between personal/professional development on the one hand and "academic" training on the other problematizes pre-service educators' access to expert knowledge in their disciplines and the broader educational community of practice.

In an educational climate becoming increasingly globalized, technological, and transdisciplinary, effective teacher preparation must facilitate candidates' access to shared and emergent knowledge, discursive practices, and pedagogical processes, all of which present a disparate yet exciting range of resources for learning and instruction. While supporting the widely embraced reflective orientation in professional preparation, the presenter will explore the position that teacher education must be grounded partly in what is commonly called "theory," but that this "theoretical" dimension should be recast and framed within a critical, problem-posing perspective in which socio-educational practices are systematically examined, challenged, and renovated.

Bionote

John Hedgcock is Associate Professor in the MATESOL/MATFL Program at the Monterey Institute of International Studies, Monterey, California, USA. He teaches courses in linguistics, pedagogical grammar, second language learning, second/foreign language teaching, composition pedagogy, reading, and teacher observation. His research interests include language learning/teaching, teacher education, composition studies, and literacy.

Presentation Type
30 min. Paper

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Country
USA