Practicing with Theory
Teacher Education at High Tech High/Graduate School of Education
Bibliographic Data
| ID | 12794827 |
|---|---|
| Authors | Juan Gabriel Sánchez (corresponding author) |
| Year | 2020 |
| Volume | 17 |
| Issue | 1 |
| Pages | 76-95 |
| Publication date | 2020-11-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2020.1840685 |
| OpenAlex | W3102630660 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
New graduate schools of education (nGSEs) are a small but growing phenomenon of graduate-level teacher preparation programs that are dislocated from college and university settings. This article investigates the oldest nGSE in the United States, which is located within the High Tech High charter school network. Drawing on an institutional logics framework, the analysis showed that the logics of innovation and constructivism foregrounded the work of teacher education faculty and students at High Tech High. Driven by these logics, High Tech High adopted a model of teacher education that centered on “practicing with theory,” which permeated not only instruction but also the school’s design and conceptualization. This case suggests that, in addition to curriculum and instruction, organizational structure can be a key consideration for teacher education programs
Charter · Charter school · Conceptualization · Constructivism (international relations · Curriculum · High tech · Mathematics education · Pedagogy · Political science · Sociology · Teacher education · Work (physics · Collaborative Teaching and Inclusion · Computer Science · Engineering · Psychology · Service-Learning and Community Engagement · Teacher Education and Leadership Studies
Case Study Research
The Rationalizing Logics of Public School Reform
Relocating Teacher Preparation to New Graduate Schools of Education
Cut to the core practices
Research on Teaching and Teacher Education and Its Influences on Policy and Practice
The Institutional Logics Perspective
Learning to teach mathematics and to analyze teaching effectiveness
Institutionalized Organizations
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |