While educational research has generated a vast pool of studies and findings, much remains unclear and uncertain due to the complexity of linking learning with specific teacher actions for specific learners. Oftentimes future teachers express they want to be taught how to teach by learning THE best practice for instruction (including for assessment). In the absence of 100% certainty on what is known about teaching and learning, to what degree is it helpful to admit to them such uncertainty (which underscores the need for more research) and, at best, present to them multiple strategies and approaches that may be successful, depending on their context, the subject, and the characteristics and background of their learners?
We are human beings. We are not clones. We are individuals. Having said that, teachers should be taught that not all students learn in exactly the same way. Cookie cutter education does not work for all. Many students drop through the cracks just like the dough at the edges of the cookie cutter. Teachers need to be taught to use several methods of delivery to enhance comprehension in their students and to reach more of them.
Good topic for research. In our monograph we dedicated the letter "U" to uncertainty and diachronic learning. https://link.springer.com/book/10.1007%2F978-3-319-22608-8
Teaching is based on sound knowledge in psychology, pedagogy, didactics etc.; also based on wide scope of knowledge of the teacher, as well as deep understanding of the subject taught. On the other hand, teaching is a practical exercise, therefore it needs practice to master. Finally, teaching is nothing without learning of the other party, and that’s a classical two-party game that is intrinsically uncertain. So yes, uncertainty is an intrinsic part of teaching and learning, since in most cases at least two independent parties are involved in the process. The earlier the students get introduced the concept, the easier they will tackle all the difficulties of their future profession. But I wouldn’t teach them education as an uncertain area. It is just thourough research-based science, practice, based on lots of practice, and fascinating art that makes some teachers so great, that their students learn regardless of anything. I really like the point you‘be brought about!
Great question Randy.
I would say that it is essential to educate and prepare teachers for a world of future uncertainty. Some of the teachers who we are working with now will still be teaching in 2055. We CAN be pretty certain that:
- Global and national contexts and policy settings will be different;
- Curricula will be different;
- Technology will have impacted upon education in ways that we are not in a position to predict;
- Teacher standards and definitions of of what it means to be an effective teacher will have changed AND
- As you imply, hopefully we will have learned more about teaching and learning and started to apply research findings in education settings in ways which we cannot yet 'see'.
In 2018 I am a Humanities and Social Sciences teacher educator encouraging beginning teachers to engage with the literature on 'Futures education' so that they can undertake work with students around envisaging alternative futures. Beginning teachers need to be prepared for a world of uncertainty and change where professional qualities of flexibility, agility, criticality and open-minded to new ideas are valued. That criticality is important because not every mooted change is likely to be good - teachers need to be able to sniff out blind-alleys and purveyors of educational bull-dust as well as sift out the positive things that will enhance teaching and learning.
Peter
Well the process of education seems to me to be a collaboration between students and teachers to discover an uncertain world-especially in the humanities. There are areas of tried and tested knowledge that we can feel certain about and we can teach these with confidence perhaps in a more didactic way where there is a big technical knowledge gap between teacher and student.
Other areas are less sure and we need to cultivate more of a spirit of exploration. Languages change, literature is open to different interpretations, technology evolves and what is state of the art one day is soon old news.
I think to underpin this we need with our students to look at different types of knowledge on a continuum between the unchanging canon and moving towards more changeable skills based which needs constant update. Students need to know different types of knowledge and why teaching methods have to vary where some encourage deep knowledge and some promote agile and flexible responses. This would call for a philosophy based study skills curriculum to underpin the partnership between student and teacher. I hope this makes a contribution to the debate where teaching is as much an art as a science. Dave
I agree with Peter Brett. It seems logical that there will always be some level of uncertainty in education due to change. Can we better prepare early learners for change? Yes. Therefore, teachers must also consider how they themselves address change and uncertainty.
Mr. McGinnis; Expansive question; very difficult to answer, I believe, because so much depends upon the teacher themselves and the 'type' of teacher we are talking about. So far the area of teaching Special Needs students hasn't been touched upon, so I'll focus my answer in that realm to the best of my ability. To begin, I believe that teachers who desire a graduate degree in SPED are pretty certain what they are getting into, and likely that's why they go for that specialization. They have a heart bigger than their concern for uncertainty and they have a very strong desire to make a difference. From the beginning their world is paved from side to side with UNcertainty. Every student they come in contact with has individual needs and needs to be taught as such with frequent assessments to insure successful learning. Some students with disabilities, due to their severity, are very difficult to assess, but if the SPED teacher has created some degree of bonding with the student, they may see almost imperceptible signs that understanding is occurring. I think the SPED teachers in this category of 'Severe Disabilities' are just about Super Human in their efforts. But back to the general point, SPED graduate students are given as many tools that can possibly be packed into a tool box prior to their graduation. Then they deliberately head into a world of uncertainty. The only thing they know for sure is that every student is totally different and every day will present new opportunities for their students to make some advancement forward.. (twice as much effort for half as much gain... possibly). In schools where Inclusion in the Gen Ed curriculum is followed carefully, the SPED teacher then also becomes more involved in the making sure, possibly through interventions at the Tier 2 or Tier 3 level, that the student is getting as lose as possible to expectations for High Stakes testing. More individualization, more intensity. With our advanced area of medical testing and diagnosing, it seems that there are more students 'eligible' for special education categorization and more 'spectrums' or ranges of the more general categories.. like Autism. Milder versions up to much more 'difficult' versions. So SPED is hardly ever about operating a classroom of 'typical' achievers, some of who like to disrupt the class periodically; trying to be sure that they all learn the key points to move forward. Not to take anything away from all the super Gen Ed teachers, of course. In schools where a 'Resource Room' doesn't exist, many of the Gen Ed teachers Co-Teach with the SPED teachers, or at least collaborate with the SPED group. It's a great combination. But, to wrap up, I would say that some of the Gen Ed teachers will go to work in a school and be faced with Uncertainties for which they may or may not be prepared. As educators we should tell them what to expect and give them to tools they will need and might need. In my opinion that is the basis of a SPED education. 'Individualization' is rule #1; and here is your Jumbo sized tool box to take care of ~ 80% of what you will face.
Thank you, Les, for your measured thoughts on this question founded on your direct experience as a SPED teacher. In my career, I have taught both future teachers for the regular classroom and for special education and I see much wisdom in what you have stated: "As educators we should tell them what to expect and give them to tools they will need and might need." Key notions are to expect "uncertainty" --at times-- and the need to have "tools", plural, NOT singular, to draw on in selecting productive practices to fit the particular situations that arise. I might add, too, the ability to keep learning while teaching (independently and through additional Professional Development) new practices to add to the toolbox as a way to keep up with new ideas based on sound pedagogical research and practical experiences is essential. Best, Randy
Am interested in this when it comes to teachers working with digital tools in the classroom. There's often uncertainty if you are not one of the now generation- Will it work? Will it break down? What if I don't know when to use some particular technology? Where did I enter the wrong command?You can plan until you're blue in the face but IT has a way of out logi(c)king you! I'm never afraid to tell my students when I'm stumped with moving between bits of digital technology,-they are great teachers and like being able to help me. Have read something like this elsewhere too. (USA on teaching elementary students digital tech I think).
Have found my best laid plans in teaching ALWAYS need tweaking, and I always let student voices in. They soon regulate their inputs. So being unsure? If you've done your best , go along with the flow- you'll learn more by doing, than chewing your nails- you'll enjoy the journey too.There are always several pathways to reaching a goal. Uncertainty is either the child of desperation OR the mama of opportunity I think Have a fun diversion plan handy each lesson, and use it to break your tension up, take a deep breath and decide how to keep going to get back on track.
We are human beings. We are not clones. We are individuals. Having said that, teachers should be taught that not all students learn in exactly the same way. Cookie cutter education does not work for all. Many students drop through the cracks just like the dough at the edges of the cookie cutter. Teachers need to be taught to use several methods of delivery to enhance comprehension in their students and to reach more of them.
I think in preparing future teachers they should be taught how to deal with the inevitable - uncertainty in teaching. The latter requires life-long learning in order to be responsive to the changes in pedagogy, technology, and student diversity.
Best regards,
Debra
Uncertainty is an implicit part in the process. Structured observstions may be of great help prior to teaching. Working collaboratively with another teacher (pre-service/in-service) and applying lesson studies may result insightful as well. Some research on lesson study can be found in my profile: articles and a project in collaboration with leading universities on lesson study.
kind regards,
Laura
Of course nothing that is in the future is certain especially when dealing with humans!
In terms of "uncertainty" in education, I don't care for that term. I talk to my pre-service teachers about "no easy answers." Pre-service teachers want to be told what Rx they should prescribe for certain problems but, truthfully, no one best practice is going to work for every practitioner, with every student, and with every situation. I emphasize to my pre-service teachers that they must remain eclectic and flexible in their teaching. They must be constantly student focused, constantly informally assessing so that they can monitor and adjust instruction and management.
How much of this do we communicate? All of it. Every time that they ask a question, we should be making them think about all of the possible answers that would be appropriate in a variety of settings.
hello, maybe this could help you : http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.567.3012&rep=rep1&type=pdf
Thank you for making me (and others in this discussion) aware of such a relevant article, Bruno. I am especially struck by the insight in the last sentence of it:
"Teacher education is, if anything, even more uncertain than teaching; as teacher educators we should press forward with an aura of assurance, after weighing the odds on our own turf."
The notion of projecting "an aura of assurance" while acknowledging the high complexity of teaching, and thus promoting the need for ongoing research in it to gain more knowledge, resonates well with me.
[Coincidentally, I note that the paper was to be published in 1988 in Teachers' College Record. At that time, I lived about that publication's office in New York City --in Whittier Hall, Teachers College--during my first graduate degree program at TC. Comforting to see that my question (re uncertainty in teacher education) was under consideration by colleagues in the educational research community even as I was being prepared to enter that community.]
Best, Randy
Hello again Randy - yes the notion of projecting an aura of assurance as teacher educators whilst simultaneously embracing uncertainty is beautifully oxymoronic!
I was reminded that several disciplines - including History and Science - face assertively and epistemologically self-confidently in the direction of uncertainty. With the former, uncertainty is a key concept in learning history. Inga Clendinnen notes, ‘Access to the actual past is slow, always problematic, and its inhabitants can be relied on to affront our expectations’ (2006, p. 21). But it is the challenge of that task that makes history so fascinating, rewarding and unique.
In schools, history students can be frustrated by this uncertain subject that produces tentative explanations of the past. They can question the value of a subject that does not provide definite answers. But this uncertainty is one of the great strengths of history as a discipline. One of the key responsibilities of a history teacher is to keep alive the sense of questioning, challenge and uncertainty. In this way, their students will be honouring the distinctive character of history.
So it's not only OK to be uncertain, but positively encouraged that teachers embrace provisionality in teaching history! Moreover, in terms of projecting as a teacher, I think that it always helps that that 'aura of assurance' (which I agree helps enormously in the performative act of teaching) sits alongside a projected sense of humility which acknowledges that you don't hold all the answers in your head and that where appropriate you can join your students as a co-inquirer.
Peter
Some thoughts on the subject:
- Uncertainty is inherent to working with people.
- The best tactic to deal with uncertain futures is to adopt a wide posture until the future becomes more clear.
- Leadership of initiates often requires the air of certainty.
- As initiates grow, they will challenge leadership...so the certainty you project will become a liability.
Taking these into account, I would recommend adopting a series of tools that are statistically proven to be likely to work. When communicating, have transparency (a trait highly valued by Millennials but discarded by Boomers/Gen X in favor of building value through obscurity) and be able to quickly, concisely, logically explain WHY a tool was selected. Also, be ready to admit that more methods or tools might exist that are effective...but they should only be implemented with PROOF of efficacy OR a trial that demonstrates it.
My background: HS Math Teacher 15+ years ago. Left teaching to enter EdTech where I believed there was an opportunity to help my fellow teachers be more effective, defend their livelihoods in a hostile world, and increase their perceived worth. As a Data Scientist, I've spent 10 years researching intervention and core education in all subject areas, PK to 12.
Learning is addictive and if you get your students to join you in learning more everyday you will be giving them a good education. I am drawn to action research as it is a process of learning from working, learning from teaching. If you teach them to be action researchers, they too will admit to their students that they are always learning how to teach, it is never finished and you can always learn more. That process of learning is what should excite them. When a teacher stops learning, they become bored and the bored teacher creates lessons that are seen as boring by students. So I say model your process as a everyday, continuous learner. Invite them to help you and to join you in the learning process.
Cecilia, thank you for your thoughtful contribution to our discussion. I believe many of us would also be interested to hear more about the affective domain in education as to how it relates to this notion of uncertainty in teacher education. Randy
I would assume the oxymoron that this uncertainty proves that research around teaching should remain active.
As soon as THE BEST PRACTICE(S) is identified, then there may be little room for reserach on effective teaching.
Admitting this uncertainty is like saying that there is still room for research on how to teach.
It has to do with approaching uncertainty and dealing with it as an opportunity to contribute to the science of education. This can happen by implementing new teaching approaches and evaluating.
Cecilia, thank you for the book chapter recommendation! I look forward to reading this chapter by Dr. Cochran-Smtih and Lytle with a title that applies so directly to our discussion question. Randy
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