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Abstract

This article discusses a common lament heard from education students: “But that’s what the standards say we have to do!” This paper will address the need to create teacher education pedagogies that help teachers disentangle standards from curriculum. Our students exemplify a technical mindset, one that supposes teaching is primarily the selection and implementation of best practices, therefore reducing curriculum to a synonym for standards. We believe that education pedagogies rooted in the spirit of the liberal arts are needed, instead of those rooted in professional studies. Teacher education must be reimagined, a movement away from training and toward education (Eisner, 2002). The Foundations of Education provide an alternative metaphor: An approach that, “understands education as other than a technical enterprise of means-ends reasoning capable of being packaged as a consumer product” (Quantz, 2013, p. 177). The Foundations provide a conceptual scaffold for teacher education curriculum across disparate courses.

DOI

10.15760/nwjte.2015.12.1.13

Persistent Identifier

https://archives.pdx.edu/ds/psu/25450

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