Conceptual Framework Literature Review

The Unit views teaching as a complex act, requiring a knowledge base that is both varied and deep (Shulman, 1987; Murray, 1996; Darling-Hammond, Wise, and Klein, 1999). Teaching is also a point of confluence where content and pedagogical knowledge combine with an understanding of human diversity and growth and development in ways that can be transformational for students, teachers, and society at large. This transformation can only take place, however, when educators engage in reflective and creative thinking about the complexities of their work and the needs of their students. The purpose of the Unit, then, is to help candidates develop the knowledge, skills and dispositions that will enable candidates to engage in this kind of complexity. This conceptual framework describes four areas we believe are essential for helping candidates learn to engage in this kind of teaching.

Four broad areas define the boundaries of the intellectual terrain with which MSUM candidates become familiar: knowledgeable, reflective, humanistic, and creativity. These areas have been identified through extensive consultation with and input from those involved with the professional education of candidates, as well as through a review of research. As such, this document reflects the shared vision of those who work with candidates seeking position in P-12 schools. (Please note: the following discussion represents an elaboration of the conceptual framework given to students).

Candidates will develop knowledge, skills, and dispositions associated with each of these areas through their work in the classroom and in clinical and field experiences. Specifically, the conceptual framework reflects the Unit's commitment to preparing candidates to support learning for all students and to those candidates' ability to use technology to support all students' learning.

Knowledgeable
MSUM candidates recognize that proficient individuals possess a variety of kinds of knowledge, including:

Lived Experience--MSUM candidates understand that the ideas and experiences they encounter at the University and in their clinical experiences are filtered through the knowledge they have acquired through their lived experiences in the world. Candidates acknowledge that their experiences may not mirror those of others and may be in conflict with knowledge learned in coursework and field experiences. This acknowledgement helps candidates begin to understand and appreciate a variety of viewpoints and perspectives, the diversity of the human experience, and the complexity of learning generally (Lortie, 1975; Ball, 1988; Darling-Hammond, 2000).

Subject Matter--MSUM candidates develop a broad understanding of the diversity and universality of the human experience through their liberal studies coursework. In turn, this strong grounding in liberal studies serves as a foundation upon which candidates develop competence in their subject matter, for as Ball (2000) makes clear, "understanding subject matter is essential to listening flexibly to others and hearing what they are saying or where they might be heading" (p. 242).

Pedagogy--McDiarmid, Ball, and Anderson (1989) state, "While obviously essential, a flexible understanding of subject-matter is not enough for beginning teachers. They also need to know about learners....and the learning process" (p. 17). MSUM candidates understand principles of learning, assessment, and curriculum and use that knowledge to support teaching and learning. They are committed to helping all children learn (Stainback, Stainback, and Forest, 1989).

Technology--"Particular attention should be given to exploring the potential role of technology in achieving the goals of current educational reform efforts through the use of new pedagogic methods based on a more active, student-centered approach to learning that emphasizes the development of higher-order reasoning and problem-solving skills" (President's Committee on Advisors on Science and Technology. Panel on Education Technology, 2000, p. 17). MSUM candidates recognize the potential role technology can play in teaching and learning, and they are able to use technology to support instruction. At the same time, candidates understand that the use of technology is not warranted at all times and for all learners (Cordes and Miller, 2001). Candidates make informed and thoughtful decisions about the appropriate use of technology in their practice.

Professional--MSUM candidates understand and abide by national and state legal codes that govern their professional conduct and actions. They understand the rights and responsibilities accorded them, as well as the students and parents with whom they work. MSUM candidates also understand the codes of conduct promulgated by professional organizations and are guided in their work by those codes (for example, the National Association for the Education of Young Children, 1998; Associate for Childhood Education International, 1997; Council for Exceptional Children).

Clinical--MSUM candidates are able to integrate theory and practice and view learning as an active process. Candidates demonstrate the ability to model connections between philosophical foundations and best practices in the field (Task Force on Field Experience Standards Association of Teacher Educators, 1998). As life-long learners, MSUM candidates engage in research and complex thinking. They design opportunities for others to seek knowledge and to understand themselves as members of the world community.

Reflective
According to LaBoskey (1994), reflection is influenced by a variety of factors; that is, "decisions and ideas must be subjected to frequent and careful reconsideration in light of information from current theory and practice, from feedback from the particular context, and from speculation about the moral and ethical consequences of their results" (p. 122). To help them learn to engage in reflective practice, MSUM candidates:

Engage in thoughtful analysis--MSUM candidates seek to understand the meaning and significance of their actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding principle. It is through this reflective process that instruction is improved, new ideas are implemented, ineffective methodologies are abandoned, and learning outcomes for students are enhanced (Olson, 2000).

Analyze their teaching from a variety of perspectives--"The primary benefit of reflective practice for teachers is a deeper understanding of their own teaching style and ultimately, greater effectiveness as a teacher" (Ferraro, 2000, p. 3). MSUM candidates identify connections between teacher strategies and student learning. In addition, candidates utilize a variety of techniques to question their procedures and consider alternatives for instruction and student growth.

Understand the influence of different components on practice--MSUM candidates recognize learning, motivation, and development variables in their instructional practice and relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to received wisdom and conventional practice when needed, recognizing, as did Lortie (1975), that teaching can be a conservative activity, and in light of this, "personal decisions and indeed institutional structures must be scrutinized to see whether or not all students are benefiting" (LaBoskey, 1994, p. 123).

Humanistic
MSUM candidates value the personal worth of each individual and understand that teaching involves more than helping students achieve academically. Candidates believe in people's potential and in their innate ability to develop fully. Noddings (1995) states, "[W]e should want more from our educational efforts than adequate academic achievement....There is much to be gained, both academically and humanly, by including themes of care in our curriculum" (pp. 675-676). In light of this, MSUM candidates' actions are grounded in:

Knowledge of different cultural and ethnic groups within the world community and of various influences on one's life--This knowledge base informs candidates' decision-making as they create environments that promote freedom, compassion, and success for all learners. This knowledge also enhances candidates' ability to interact with and learn from students, parents, and peers from diverse backgrounds (Delpit, 1988; Ogbu, 1998; Surbeck, 1998; Mastropiere and Scruggs, 2000). Candidates also use their knowledge of the social nature of learning to create environments that support all students' learning (Lave and Wenger, 1991).

A sense of fair-mindedness--MSUM candidates are fair-minded in their interactions with others, as well as sensitive to and accepting of individual differences. Further, MSUM candidates incorporate knowledge of the diversity that is part of the human experience into their work to support students' learning. MSUM candidates understand that diverse linguistic and nonlinguistic interpersonal skills exist among different individuals and use that knowledge in their interactions with others (Au, 1980, Heath, 1983; Gee, 1991; Downing, 2001).

Resiliency--Benard (1991) defines resiliency as "responsiveness, flexibility, empathy and caring, communication skills, a sense of humor and other prosocial behavior" (p. 3). MSUM candidates foster resiliency in the students with whom they work, and model these qualities in their own work. 

Creative
MSUM candidates understand the powerful resources of the arts and sciences, and use their knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. As Ball (2000) reminds us, "Knowing content is also crucial to being inventive in creating worthwhile opportunities for learning that take learners' experiences, interests, and needs into account....Moreover, the creativity entailed in designing instruction in ways that are attentive to difference requires substantial proficiency with the material" (p. 242).

MSUM candidates recognize the important role creativity plays in the design of instruction and classroom environment (Fleith, 2000) and will, for themselves and for their students, meet new situations with resourcefulness, excitement and curiosity, with an investigative attitude, and with the ability to pose, seek and design solutions to problems.

MSUM candidates are cognizant of the aesthetic elements of the world and draw on that knowledge to make curricular decisions (Hamblen and Galanes, 1997) designed to help students not only learn about aesthetics, but to also learn how to think about the world at large (Shipps, 1997).