Teacher education research, by and large, has been profoundly influenced by psychological interpretations of beliefs, particularly the assumption that teachers attempt to reconcile, rationalize, minimize, or avoid contradictions. Building on research across multiple disciplines, which demonstrates that people live harmoniously with contradictions in many situations, we argue that suppositions that people feel compelled to address contradictions have obscured the multitude of inconsistencies that teachers navigate without notice in their everyday lives. Through a multisited, in-depth analysis of a teacher across planning, teaching, debrief and interview contexts, we show that what appears to be contradictory from the perspective of researchers is not necessarily inconsistent for teachers. We explore the theoretical, methodological, and professional learning implications of this shift in interpreting teacher contradictions and inconsistencies.

中文翻译：

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反思教师的意义建构和行动中的矛盾和不一致


总的来说，教师教育研究深受信念的心理学解释的影响，特别是教师试图调和、合理化、最小化或避免矛盾的假设。跨学科的研究表明，人们在许多情况下都与矛盾和谐共处，我们认为，人们感到有必要解决矛盾的假设掩盖了教师在日常生活中不经意间处理的众多不一致之处。通过对教师在计划、教学、汇报和访谈背景下的多地点、深入分析，我们表明，从研究人员的角度来看看似矛盾的事情对于教师来说并不一定是不一致的。我们探讨了这种解释教师矛盾和不一致的转变对理论、方法论和专业学习的影响。