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The Case for Doubt in Teacher Education - Article 1","","This conceptual paper argues for the educational value of doubt in teacher education by linking doubt to the complexity and uncertainty inherent in teaching. It examines how doubt is understood in this context and contrasts its role with the pursuit of certainty. The authors also discuss practical challenges in fostering doubt in teaching and teacher education, proposing doubt as both preparatory and more honest than enforced certainty.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dead-certainty-the-case-for-doubt-in-teacher-education-article-1/594494/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dead-certainty-the-case-for-doubt-in-teacher-education-article-1/594494.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central claim about doubt in teacher education?","Question",{"text":112,"@type":113},"The paper argues that doubt has value in teacher education and should be treated as a success indicator, because it reflects and prepares teachers for the complexity and uncertainty of real classroom practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the authors’ view challenge common success indicators?",{"text":117,"@type":113},"It questions whether confidence or self-efficacy are the most appropriate success indicators for teacher education programs, suggesting that realistic expectations are more likely to foster healthy scepticism and doubt after graduation.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges does the paper identify in nurturing doubt?",{"text":121,"@type":113},"The authors indicate that fostering and sustaining doubt in teaching and teacher education involves difficulties, while also arguing that doubt can support learning through more honest engagement with teaching complexity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594494,1792944616,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 8 | Article 1 |\n| --- | --- |\n| 2012\u003Cbr>Dead Certainty? The Case for Doubt in Teacher Education.\u003Cbr>Sandy Schuck\u003Cbr>University of Technology, Sydney, [sandy.schuck@uts.edu.au](sandy.schuck@uts.edu.au)\u003Cbr>John Buchanan\u003Cbr>University of Technology, Sydney, [john.buchanan@uts.edu.au](john.buchanan@uts.edu.au) |  |\n\nRecommended Citation  \nSchuck, Sandy and Buchanan, John (2012) \"Dead Certainty? The Case for Doubt in Teacher Education.,\"Australian Journal of Teacher Education: Vol. 37: Iss. 8, Article 1.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss8/1](http://ro.ecu.edu.au/ajte/vol37/iss8/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss8/1](http://ro.ecu.edu.au/ajte/vol37/iss8/1)  \nAustralian Journal of Teacher Education  \nDead Certainty? The Case for Doubt in Teacher Education  \nSandy Schuck  \nJohn Buchanan  \nUniversity of Technology, Sydney  \nAbstract: In this conceptual paper we discuss the value of doubt in teacher education for ourselves and, by implication, more broadly. We develop an argument for the value of doubt in teacher education that grows out of the recognition of the complexity of teaching. We interrogate meanings of doubt in this context and debate the value of doubt and certainty. We also indicate the challenges of fostering and nurturing doubt in teaching and teacher education. We suggest that doubt is a necessary element of teacher education as its presence helps to prepare our students for their careers as teachers in a complex and uncertain world. It is also more fundamentally  \nhonest than a professed certainty on the part of the teacher educator.  \nIntroduction  \nThis conceptual paper discusses the importance and contributions of experiencing doubt in teacher education. The paper seeks to dispel common myths, as well as teacher educators’assumptions (Foster, 2011; Russell & Grootenboer, 2008) about teaching and teacher education by arguing for the value of doubt as a success indicator of teacher education programs.  \nThe authors of this paper are two Australian teacher educators who engage regularly in discussions about our teaching. Our discussions have led to an explicit awareness of the presence of doubt and its effects in our professional lives. As a consequence of our heightened awareness of the role of doubt in our practice, we seek to broaden this discussion beyond our own practice and raise implications for teacher education, by investigating the impact of doubt in teacher education for both teacher educators and their students. We interrogate what is meant by doubt in teaching and teacher education, investigate what this attribute can bring to learning and teaching, and debate whether and how the presence of doubt might benefit teacher educators and teacher education students or, alternatively, might be an obstacle to quality in teacher education.  \nThroughout the world, teacher education programs are often criticised by their graduates as being ineffective in preparing them for the complexity of teaching in classroom contexts. Difficulties appear to arise in integrating theory and practice, in developing the ability to apply a self analysis lens to teaching practice, and in constructing an integrated body of knowledge about teaching (Eilam & Poyas, 2009) . This critique of teacher education programs focuses on their deficiencies in preparing student teachers for complexity and self-analysis. Yet, at the same time, a key success indicator often used in university course evaluation questionnaires throughout the western world is related to the amount of confidence graduates feel on embarking on their new profession.  \nWe argue that these divergent requirements of teacher education programs might be in unhealthy conflict. In this paper we will suggest that confidence or self-efficacy might not be the most appropriate success indicators of a teacher education program (see also Settlage, S","cbCaiewYQaBYHzUB","https://ap.wps.com/l/cbCaiewYQaBYHzUB","pdf",120155,12,"English","# Abstract\n# Introduction\n## Myths and assumptions about teaching and teacher education\n## Success indicators and confidence versus doubt\n## Standards, competency, and uncertainty in teaching","[{\"question\":\"What is the central claim about doubt in teacher education?\",\"answer\":\"The paper argues that doubt has value in teacher education and should be treated as a success indicator, because it reflects and prepares teachers for the complexity and uncertainty of real classroom practice.\"},{\"question\":\"How does the authors’ view challenge common success indicators?\",\"answer\":\"It questions whether confidence or self-efficacy are the most appropriate success indicators for teacher education programs, suggesting that realistic expectations are more likely to foster healthy scepticism and doubt after graduation.\"},{\"question\":\"What challenges does the paper identify in nurturing doubt?\",\"answer\":\"The authors indicate that fostering and sustaining doubt in teaching and teacher education involves difficulties, while also arguing that doubt can support learning through more honest engagement with teaching complexity.\"}]","Dead Certainty? The Case for Doubt in Teacher Education - Article 1 | PDF",1792079258]