John Loughran, Tom Russell

Improving Teacher Education Practice Through Self-study

• Gebundenes Buch

Produktbeschreibung

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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Produktdetails

• Verlag: Routledge
• Seitenzahl: 274
• Erscheinungstermin: 14. März 2002
• Englisch
• Abmessung: 240mm x 161mm x 19mm
• Gewicht: 578g
• ISBN-13: 9780415276702
• ISBN-10: 0415276705
• Artikelnr.: 22281516

Autorenporträt

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).

Inhaltsangabe

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;