2014/12/16 by Ken Zeichner, Katherina A. Payne, Kate Brayko
Social Sciences · #Educator Training and Historical Pedagogy #Global Education and Multiculturalism #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487114560908
crossref issued 2014/12/16 · crossref published 2014/12/16 · crossref published-online 2014/12/16 · openalex publication_date 2014/12/16 · crossref created 2014/12/16 · crossref published-print 2015/03/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/29
In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need. Drawing on examples from joint-work among universities, schools, and communities in a variety of teacher education programs, they highlight the possibilities and complexities in pursuing more democratic work in teacher education.