Improving Teacher Education Practice Through Self-study

ISBN-13: 9780415276702 / Angielski / Twarda / 2002 / 272 str.

J. John Loughran; John Loughran;Loughran John

Opis

Self-study in teacher education is a growing field and a natural progression from the concept of reflective practice for pre-service teachers. This book is designed to introduce teacher educators to the theory and practice of self-study, in order to explore, understand and improve their teaching about teaching.

Recenzje

'Improving Teacher Education Practices Through Self-Study offers access to a range of powerful and evocative, yet challenging narratives that push the boundaries of teaching practice and simultaneously celebrate the scholarship of teaching ... It will serve as a key text for teacher educators committed to self-study and growth and to the dissemination of teaching scholarship.' - Escalate

Spis treści

Introduction; Chapter 1 Can self-study improve teacher education?, Tom Russell; Part 1 Understanding teaching in teacher education; Chapter 2 Developing an understanding of learning to teach in teacher education, Amanda Berry, John Loughran; Chapter 3 A balancing act, Deborah Tidwell; Chapter 4 Opposites attract, Joseph C. Senese; Chapter 5 Self-study as a way of teaching and learning, Lis Bass, Vicky Anderson-Patton, Jerry Allender; Part 2 Studying teacher educators’ roles and responsibilities; Chapter 6 Guiding new teachers’ learning from classroom experience, Tom Russell; Chapter 7 Learning about our teaching from our graduates, learning about our learning with critical friends, Sandy Schuck, Gilda Segal; Chapter 8 Framing professional discourse with teachers, Mary C. Dalmau, Hafdís Guðjónsdóttir; Chapter 9 Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education?, Charles B. Myers; Part 3 Fostering social justice in teaching about teaching; Chapter 10 The (in)visibility of race in narrative constructions of the self, Enora R. Brown; Chapter 11 “Nothing grand”, Morwenna Griffiths; Chapter 12 Change, social justice, and re-liability, Mary Lynn Hamilton; Part 4 Exploring myths in teacher education; Chapter 13 Myths about teaching and the university professor, Belinda Y. Louie, Richard W. Stackman, Denise Drevdahl, Jill M. Purdy; Chapter 14 What gets “mythed” in the student evaluations of their teacher education professors?, Linda May Fitzgerald, Joan E. Farstad, Deborah Deemer; Chapter 15 Research as a way of knowing and seeing, Jeffrey J. Kuzmic; Part 5 Conclusion; Chapter 16 Understanding self-study of teacher education practices, John Loughran;

O autorze

John Loughran is a teacher educator at Monash University, Australia.
Tom Russell is Professor in the Faculty of Education at Queen’s University, Canada. The authors have previously collaborated on Teaching about Teaching (RoutledgeFalmer, 1999).