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Principled Improvisation to Support Novice Teacher Learning


by Thomas M. Philip - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 6, 2019, p. 1-32
https://www.tcrecord.org ID Number: 22739, Date Accessed: 6/5/2020 2:03:21 PM
 
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About the Author
  • Thomas Philip
    University of California, Berkeley
    E-mail Author
    THOMAS M. PHILIP is an associate professor in the Graduate School of Education at UC Berkeley. Professor Philip studies how teachers make sense of power and hierarchy in classrooms, schools, and society. He is interested in how teachers act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. Two recently coauthored publications are: “Making justice peripheral by constructing practice as ‘core’: How the increasing prominence of core practices challenges teacher education” in the Journal of Teacher Education and “Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare” in the Journal of the Learning Sciences.
 
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