More Light
An Argument for Complexity in Studies of Teaching and Teacher Education
Bibliographic Data
| ID | 4905484 |
|---|---|
| Authors | Susan Florio‐ruane (Michigan State University, corresponding author), Susan Florio-Ruane (Michigan State University) |
| Year | 2002 |
| Volume | 53 |
| Issue | 3 |
| Pages | 205-215 |
| Publication date | 2002-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487102053003003 |
| OpenAlex | W2050014707 |
| Language | EN |
| Citations received | 22 |
| References cited | 19 |
This article borrows an analogy from Michael Cole's Cultural Psychology: A Once and Future Discipline. A man loses his car keys and searches unsuccessfully for them only in the area illuminated by the streetlight. Cole urged psychology to study thought by illuminating human activity in cultural and historical context. Lanier and Shulman similarly urged the study of teaching as multidisciplinary research. An applied field, our research is responsive to problems of practice. However, when these problems are framed rhetorically as crises, we are apt to respond to their urgency by seeking simplicity, authority, and order in our research. Paradoxically, this move reduces the sources of light diverse research traditions and genres can offer. We should resist (a) pitting approaches to research against one another, (b) privileging approaches merely because they are compatible with the language of policy, (c) accepting uncritically any approach to research, and (d) disregarding research emphasizing local knowledge
Analogy · Context (archaeology) · Epistemology · Field (mathematics) · Multidisciplinary approach · Simplicity · Social science · Sociology · History · Innovative Education and Learning Practices · Philosophy · Psychology · Social Representations and Identity · Teacher Education and Leadership Studies
Teachers’ professional agency in contradictory times
Hybridization, Resistance, and Compliance
Factors contributing to and detracting from relational trust in leadership
Preparing teachers for inclusive and diverse educational environments
Using sociolinguistic methods to uncover speaker meaning in teacher interview transcripts
Containing Pedagogical Complexity Through the Assignment of Photography
The case for reconceptualizing teacher efficacy research
Saturate, situate, synthesize
Complexity science and student teacher supervision
Using complexity theory to understand teaching
A Commentary on Research that Serves Teacher Education
How important is intuition for teaching expertise in the field of adult education
The Peculiar Problems of Preparing Educational Researchers
Positioning theory, embodiment, and the moral orders of objects in social dynamics
Truth and Consequences
Teacher Education Research
Teaching as Assemblage
Evidence and Inquiry in Teacher Education
Reflections on the Subtractive Underpinnings of Education Research and Policy
Genres of Empirical Research in Teacher Education
Reprint
The challenge of more light, the complexity of culture
Teacher Education and the Cultural Imagination
Towards a Theory of Educational Transmissions
The One Best System
The Culture of Education
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Creating zones of possibilities
Encounters
Criteria for the Quality of Inquiry
Teaching, as Learning, in Practice
Literacy in Three Metaphors
The social mind
Teacher Research as a Way of Knowing
Fighting for Our Lives
Situated Learning
The Fax, the Jazz Player, and the Self-Story Teller
Taught Cognitive learning in its Immediate Environments
| Unique citing works | 22 |
|---|---|
| Citations per year | 0,92 |
| Citation span | 2002 - 2025 (24) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 22 |