Improving Teacher Education Practice Through Self-study (häftad)
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Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
272
Utgivningsdatum
2002-03-01
Upplaga
illustrated ed
Förlag
Routledge
Medarbetare
Russell, Tom
Illustrationer
3 Tables, black and white
Dimensioner
240 x 165 x 25 mm
Vikt
420 g
Antal komponenter
1
ISBN
9780415276719

Improving Teacher Education Practice Through Self-study

av John Loughran, Tom Russell
Häftad,  Engelska, 2002-03-01
793
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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. With studies from an international range of contributors, this book illustrates a variety of approaches to self-study. It describes the issues that teacher educators have chosen to study, how they carried out their research and what the learning outcomes were. Throughout, the emphasis is on placing teacher educators' knowledge and practice at the centre of their academic work. This book will be of interest to all teacher educators wishing to improve their knowledge and practice.
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John Loughran, Tom Russell

Recensioner i media

'Improving Teacher Education Practices Through Self-Studyoffers 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

Övrig information

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

Innehållsförteckning

1. Can Self-study Improve Teacher Education? Section 1: Understanding Teaching in Teacher Education 2. Developing an Understanding of Learning to Teach in Teacher Education 3. A Balancing Act: Self-study in Valuing the Individual Student 4. Opposites Attract: What I Learned About Being a Classroom Teacher by Being a Teacher-educator 5. How Well Did We Structure and Model a Self-study Stance? Two Self-studies of Imposing Self-studies Using Teacher Portfolios Section 2: Studying Teacher Educators' Roles and Responsibilities 6. Guiding New Teachers' Learning From Classroom Experience: Self-study of the Faculty Liaison Role 7. Good Luck, Goodbye, Have a Nice Career: Questioning Our Responsibilities and Our Learning as Teacher Educators 8. Framing Professional Discourse with Teachers: Professional Working Theory 9. Can Self-study Challenge the Myth that Telling, and Guide-practice Constitute Adequate Teacher Education? Section 3: Fostering Social Justice in Teaching about Teaching 10. The In(Visibility) of Race in Narrative Constructions of the Self 11. 'Nothing Grand': Small Tales and Working for Social Justice 12. Change, Social Justice and Re-liability: Reflections of a Secret (Change) Agent Section 4: Exploring Myths in Teacher Education 13. A Collaborative Self-study on Teaching Myths 14. What Gets Mythed in the Student Evaluations of Their Teacher Education Professors? 15. Confronting the Myth(s) that Bind Us: Research as a Way of Knowing and Seeing 16. Understanding Self-study of Teacher Education Practices

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