Gustavus Adolphus College

The conceptual framework undergirds the Gustavus Teacher Education Program. Initial structuring of the framework was based on the five attributes of a teacher education program knowledge base presented by Galluzzo and Pankratz (1991). This redesign was based on:

• a set of beliefs that have guided the redesign process, (philosophy)
• an organizing theme and conceptual framework
• program outcomes and complete evaluation procedures and processes which guide feedback to the student and the program
• a professional bibliography of source documents that contains essential knowledge for graduates plus works critical to the program and framework
• the program model emerging from redesign efforts

As the program has evolved under this framework we have restated these principles using the following NCATE structural elements: (NCATE Professional Standards, p.12)

• the vision and mission of the institution and unit;
• the unit’s philosophy, purposes, and goals;
• knowledge bases, including theories, research, the wisdom of practice, and education policies;
• candidate proficiencies aligned with the expectations in professional, state, and institutional standards;
• the system by which candidate performance is regularly assessed.
  

Philosophy

The conceptual framework is grounded in a belief that learning is largely constructivist, that is, the learner constructs knowledge based upon background knowledge, cultural frames of reference, experience, instructional influences, and reflective processes. Action, performance, or experience is then central to learning [and teaching]. These beliefs are founded in Dewey (1938) [a cycle of impulse, observation, knowledge, judgment, and purpose] and Kolb (1984) [a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation].

Knowledge Base

Theories, Research, Wisdom of Practice, Educational Policies

To simplify and focus the work of the education department, the conceptual framework is communicated in a three-part cycle of learning:

• knowledge
• experience
• reflection

This three-part model based upon contextualized experience, reflection and analysis, and research and theory development is also supported by the works of Brown, Collins, and Duguid (1989), Gold (1986), and Smith (1990). In addition, the three-part cycle expresses not just a learning theory, but also a model of ethical and moral decision-making -- orchestrating the success of learners in an informed and principled way. This cycle of learning applies to the work in teacher preparation of the Gustavus Education Department; it is a process that continuously changes through experience, reflection, and reconceptualization and is organized under the theme of "teaching as principled practice." (See Education Vision Appendix A and Professional Bibliography Appendix B)

Purpose

Teacher education programs need a focus or organizing theme that reflects the ultimate purpose of the program. Like the set of beliefs [our vision statement] the organizing theme is a product of faculty collaboration. An organizing theme represents the essence of the set of belief statements, or as Short (1987) labeled it, "a unifying concept". The organizing theme is the key idea that turns a collection of courses into a coherent program. (Galluzo & Pankratz, 1991)

The Gustavus Department of Education has chosen as its organizing theme "teaching as principled practice". Grossman (1990) discussed the concept of teaching as principled practice in her description of an English method’s class instructor, his strategies in the classroom, and the philosophy that undergirded his classroom practices. She depicts principled practice as:

...the need for teachers to understand the reasons behind their instructional choices, to be able to explain why they do what they do. Principled practice implies that while there are no absolute answers or sure solutions to most of the dilemmas of teaching, teachers must try to connect their choice of instructional activities to their under-standing of the underlying purposes for the teaching of English. (Grossman, 1990, p. 121)

Like the English teacher featured by Grossman, we seek to foster in prospective teachers the ability to explain why they do what they do in the classroom. We would like them to exit our program with an ability to defend their instructional choices on the basis of pedagogical, moral, and ethical grounds. It is our goal to help them realize that we do not (nor does anyone else) possess "the correct answer" for their teaching dilemmas and challenges. Instead we strive to help them acquire the skills of analysis and reflection, a broad knowledge base, and an array of experiences that will enable them to articulate and examine their own beliefs about teaching and learning, as well as to set those beliefs into action. Like Tom (1984), we hold that teaching is not simply a technical enterprise, with a discrete set of skills to be acquired, but rather it contains a moral (and ethical we would add) basis as well.

We see three components contributing to and informing "principled practice": 1) our past, present, and imagined experiences, both inside and outside the classroom; 2) our reflection on and analysis of our experiences, knowledge, and practices; and 3) our conceptualization of knowledge/truth including that regarding the research on teaching/learning and theories of teaching/learning. Following the work of Brown, Collins, and Duguid (1989), we hold that knowledge/cognition (and activity) is situated in a culture (in this case most likely schools) which has its own set of values and ways of utilizing the knowledge or activities a participant brings to the setting.

Our application of the ideas of Brown, Collins, and Duguid (as well as those of Smith, 1990) are best summarized in the following model:

The three components (know and believe, experience, and reflection and analysis) interact (and in reality are inseparable) with each other in a continual process to create or determine our classroom practices. As Brown et al. note, "A concept, for example, will continually evolve with each new occasion of use because new situations, negotiations, and activities inevitably recast it in a new, more densely textured form" (p. 33). Likewise, classroom practices will evolve as a student’s knowledge base of theories and research is expanded through coursework, conferences, professional reading, etc.; tested in the crucible of the classroom, school, or some other setting; and examined and reflected on in terms of their principles and desired outcomes.

Our job as teacher educators is to insure that all three components of "principled practice" are engaged in by our prospective teachers, and that the principles held highest and used for the basis of judgment of outcomes and experiences are those outlined in foundational documents and in program curriculum.

Goals

This experiential and reflective model of improvement captures the process of learning, teaching, program management, and redesign. It is shaped and characterized by the nine goals listed below. The program outcomes and evaluation procedures and processes, which guide feedback to the student and the program, are embedded in this model.

Gustavus pre-service teachers and teacher educators:

Know and Believe:

• The need to understand and consider the moral and ethical dimensions of teaching.
• That decisions made about teaching and learning need to be based upon subject matter knowledge and knowledge of context and pedagogy. (Grossman, 1990)
• That they need to rely on, and advocate for, sound liberal learning, extensive disciplinary learning, and interdisciplinary thinking.

Plan:

• By making teaching and learning decisions based on an understanding of the moral and ethical dimensions of teaching.
• By making decisions about teaching and learning based upon subject matter knowledge and knowledge of context and pedagogy. (Grossman, 1990)
• Experience (in education courses, or through their own interaction in a K-12 classroom):
  • Sound liberal learning, extensive disciplinary learning, and interdisciplinary thinking
  • Nurturing relationships that foster inquiry, achievement, and cooperation for all learners
  • Inclusive and collaborative learning communities created to enrich learning and stimulate reflective analysis
  • Reciprocal partnerships with learners, families, communities, and colleagues

Assess:

• By employing a variety of ongoing strategies of assessment to understand learning.
• By providing honest and complete feedback to assist in their own and their students' learning.

Reflect and Analyze:

• Through the continual employment of ongoing strategies of assessment to understand learning.
• By carefully considering the intersection of knowledge, classroom events and student response.
• By creating inclusive and collaborative learning communities to enrich learning and stimulate reflective analysis.

Reconceptualize

• By anticipating the complexity and inter-relatedness of student development, curriculum, and the problems and challenges faced by tomorrow's learners.
• Through the ongoing application of new knowledge and understandings in their classroom, based on prior planning, experiences, assessment and reflection.

This theme and expanded conceptual framework (updated 8/2003) are shared in department literature and at various orientation points during initial advising, admission orientation, at the celebration/orientation for newly admitted students, and during initial meetings of education courses. More importantly, the department crafts learning experiences as well as procedures and policies that model the knowledge base and beliefs expressed in the conceptual framework.

Framework References:

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Galluzo, G., & Pankratz, R. (1991). Five attributes of a teacher education program knowledge base. Journal of Teacher Education, 41(4), 7-14.

Grossman, P.(1990). The Making of a Teacher. New York: Teachers College Press.

Hoban, G. (1999). Using a reflective framework for experiential education in teacher education classes. Journal of Experiential Education, 22(2), 104-111.

Smith, F. (1990). To Think. New York: Teachers College Press.

Tom (1984). Teaching as a Moral Craft. New York: Longman.

Yost, D. S.; Sentner, S. M.; & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49.

Zembal-Saul, C.; Blumenfeld, P., & Krajcik, J. (2000). Influences of guided cycles of planning, teaching, and reflection on prospective elementary teachers’ science content representations. Journal of Research in Science Teaching, 37(4) 318-339.