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The Conflicted Role of Uncertainty in Teaching and Teacher Education

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Title: The Conflicted Role of Uncertainty in Teaching and Teacher Education
Language: English
Authors: Andreas Bonnet (ORCID 0000-0003-2749-0698), Jocelyn Glazier (ORCID 0000-0002-3355-3491)
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
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  Data: 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
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  Data: 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.
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Curriculum
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