Guest Talk: Innovation, Evidence and Reform: Key Words in the Vocabulary of Change in Teacher Education, with Viv Ellis
By: Education Program Gottesman Libraries
Published: 12/01/2017
Uploaded: 11/22/2017
Uploaded by: Education Program Gottesman Libraries
Pockets: Gottesman Libraries Archive, Gottesman Libraries' Education Program, Guest Speakers
Tags: education reform, educational philosophy, teacher education, technology

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Description/Abstract: Guest Talk: Innovation, Evidence and Reform: Key Words in the Vocabulary of Change in Teacher Education, with Viv Ellis, Monday, 12/11, 3-5pm


"Cultural studies scholar Raymond Williams (1976) argued that key words are terms that bind us together in conversation but that are nonetheless fracture-points in public discourse in that their meanings are divergent and often contradictory. In this seminar, I will argue that innovation, evidence and reform are three such “key words” in the vocabulary of change in teacher education. The meanings of each word, inflected through different political-economic and educational discourses, become increasingly problematic at the same time as calls for the education system – and the teacher education system, particularly – to change become ever more urgent. Often, it seems, the loudest and most energetic calls for change in teacher education internationally come from self-styled “reformers” who argue for the “disruption” of public education (and teacher education, in particular) through market-based “innovations” that reduce costs while implementing technological efficiencies. In contrast, universities often appear to be defensive and to argue for the status quo in terms of both teacher education programme design and content. However, both 'reformers' and universities’ arguments for change (or, indeed, the status quo) are often premised on stated values of equity and social justice but, once again, with different meanings and drawing on different substantiation strategies and 'evidence'.

At the same time, there are also words that are high-frequency in their absence in the public discourse about change in teacher education yet equally significant in their structuring of the ways we think and feel about teacher education. Two such words are profession (in relation to school teaching) and university (in relation to the institutional structures and historically evolving cultures of teacher education as academic work). By interrogating key words in our vocabulary of change in teacher preparation, this seminar will focus on the actual and potential 'higher education' contribution to the education, development and support of the teaching profession as well as the meanings of these words for the profession of teaching itself."
-- Summary

Viv Ellis is Professor of Educational Leadership and Teacher Development at King’s College, London. He is also an honorary Research Professor in the Department of Curriculum and Teaching at Teachers College. His research focuses on teacher education and development, with particular interests in cultural-historical activity theory and practice-developing research.

Viv Ellis will be will be introduced by Daniel Friedrich, Associate Professor of Curriculum, Department of Curriculum and Teaching at Teachers College, Columbia University.

See Viv Ellis' lecture, Transforming the Landscape of Teacher Education: Possible Futures for the Profession and Universities Working Together, delivered in Milbank Chapel, Teachers College, 2014.

Please rsvp by Friday, December 8th with your interest and details.

This event is co-sponsored by the Department of Curriculum and Teaching.

Where: 305 Russell