Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners, and researchers, we continue to problematize the taken-for-granted teacher education dogmas so discussions across differences (i.e., terminology, language, sensemaking, etc.) can occur. This needs to happen because “ . . . education is a conversation aimed at truth . . . The object is not agreement but communication . . . ” (Schwab, 1953, p. 9).

中文翻译：

---

将理所当然的问题化：谈论教师教育中的差异

教师教育，作为一种职业，当一套塑造该领域的“被认为是理所当然”的想法得到结晶和实施时，就会取得进步。这些想法被传达为真理，并构成了有效 P-12 教学的知识、技能和倾向。然而，重要的是，我们不会对熟悉的操作该领域的方式感到太自在，但作为政策制定者、从业者和研究人员，我们继续质疑那些被视为理所当然的教师教育教条，因此跨差异的讨论（即，术语、语言、意义建构等）可能会出现。这需要发生，因为“. . . 教育是一场针对真理的对话。. . 对象不是协议而是沟通。. . ”（施瓦布，1953 年，第 9 页）。