Professional experience as a wicked problem in initial teacher education

Abstract

Professional experience in teacher education is explored through the conceptual lens of the wicked problem. Wicked problems are socially constructed and complex. This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. The tactical and strategic implications for finding solutions to professional experience are discussed. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes.