Improving teacher education practices through self-study

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Bibliographic Information

Improving teacher education practices through self-study

edited by John Loughran and Tom Russell

RoutledgeFalmer, 2002

  • : hard
  • : pbk

Available at  / 7 libraries

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Includes bibliographical references and indexes

Description and Table of Contents

Volume

: hard ISBN 9780415276702

Description

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.

Table of Contents

  • 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, Hafdis Gudjonsdottir
  • 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
Volume

: pbk ISBN 9780415276719

Description

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.

Table of Contents

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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