In a context of perennial pandemics (Hill-Jackson et al., 2022), it is tempting to seek solutions for the many challenges educators face—often without including the voices of teachers. While focus on the professionalism of teachers has prompted teacher education to continue to combat a mischaracterization of teaching as a “semi-profession” (Ingersoll & Collins, 2018), teacher education is in need of valuing the “discretionary spaces” of teaching (Ball, 2018; Craig, 2009). Such spaces are those in which teachers have authority and knowledge to make decisions and take action. Instead of fostering standardized responses, teacher discretion cultivates innovation across contexts and content areas. In our current moment, teacher education programs and P-12 classrooms alike have been pushed to shift toward the adoption of new packaged practices as a response to the challenges that we face.

中文翻译：

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教师教育的时刻：从解决方案到挑战

在常年流行病的背景下（Hill-Jackson 等人，2022 年），为教育工作者面临的许多挑战寻求解决方案是很有诱惑力的——通常不包括教师的声音. 虽然对教师专业精神的关注促使教师教育继续反对将教学误认为是“半职业”（Ingersoll & Collins，2018），但教师教育需要重视教学的“自由裁量空间”（Ball ，2018 年；克雷格，2009 年）。这样的空间是教师有权和知识做出决定和采取行动的空间。教师的自由裁量权不是培养标准化的反应，而是培养跨环境和内容领域的创新。在我们当前的时刻，教师教育计划和 P-12 教室等都被推动转向采用新的打包实践，以应对我们面临的挑战。