The Conflicted Role of Uncertainty in Teaching and Teacher Education
Saved in:
| Title: | The Conflicted Role of Uncertainty in Teaching and Teacher Education |
|---|---|
| Language: | English |
| Authors: | Andreas Bonnet (ORCID |
| Source: | Teachers and Teaching: Theory and Practice. 2025 31(2):201-217. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Ambiguity (Context), Teacher Education, Teaching Experience, Intellectual Disciplines, Curriculum, Teaching Methods, Context Effect, Teacher Education Programs, Models, Teaching (Occupation), Educational Environment |
| DOI: | 10.1080/13540602.2023.2272650 |
| ISSN: | 1354-0602 1470-1278 |
| Abstract: | Uncertainty is our constant companion, a reality made more evident as of late by the COVID-19 pandemic. The productive navigation of uncertainty by future generations is crucial. Despite this, uncertainty is often perceived as something to be minimised in schools and classrooms. In this paper, we begin by illustrating the inherent, unavoidable uncertainty in education. We detail in particular disciplinary uncertainty, curricular uncertainty, pedagogical uncertainty, and contextual uncertainty. Next, we consider what influences whether (or not) and how teachers engage with uncertainty as a welcome companion to their teaching practice, noting how different approaches to teacher knowledge and teacher education within teacher preparation programmes invite or dismiss uncertainty. Finally, we share one case study that illustrates a model of teacher education that seeks, at least in part, to prepare teachers for engaging uncertainty in schools and classrooms not as a model but as a provocation for consideration. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498185 |
| Database: | ERIC |
| Abstract: | Uncertainty is our constant companion, a reality made more evident as of late by the COVID-19 pandemic. The productive navigation of uncertainty by future generations is crucial. Despite this, uncertainty is often perceived as something to be minimised in schools and classrooms. In this paper, we begin by illustrating the inherent, unavoidable uncertainty in education. We detail in particular disciplinary uncertainty, curricular uncertainty, pedagogical uncertainty, and contextual uncertainty. Next, we consider what influences whether (or not) and how teachers engage with uncertainty as a welcome companion to their teaching practice, noting how different approaches to teacher knowledge and teacher education within teacher preparation programmes invite or dismiss uncertainty. Finally, we share one case study that illustrates a model of teacher education that seeks, at least in part, to prepare teachers for engaging uncertainty in schools and classrooms not as a model but as a provocation for consideration. |
|---|---|
| ISSN: | 1354-0602 1470-1278 |
| DOI: | 10.1080/13540602.2023.2272650 |
