Professional Learning Through Transitions and Transformations Teache
Through a narrative inquiry approach, this book examines the personal professional journeys of teacher educators who have undertaken self studies, and/or researched the professional development of teacher educators. The theme of the book is how change, th
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Judy Williams Mike Hayler Editors
Professional Learning Through Transitions and Transformations Teacher Educators’ Journeys of Becoming
Self-Study of Teaching and Teacher Education Practices Volume 15
Series editor John Loughran, Monash University, Clayton, Australia Advisory board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, University of Ottawa, Ontario, Canada Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada
More information about this series at http://www.springer.com/series/7072
Judy Williams • Mike Hayler Editors
Professional Learning Through Transitions and Transformations Teacher Educators’ Journeys of Becoming
Editors Judy Williams Faculty of Education Monash University Frankston, VIC, Australia
Mike Hayler School of Education University of Brighton Brighton, UK
ISSN 1875-3620 ISSN 2215-1850 (electronic) Self-Study of Teaching and Teacher Education Practices ISBN 978-3-319-22028-4 ISBN 978-3-319-22029-1 (eBook) DOI 10.1007/978-3-319-22029-1 Library of Congress Control Number: 2015949647 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com)
Foreword
As I finished reading the essays contained in Professional Learning Through Transitions and Transformations, I was reminded of a statement published in 1942: “the first requirement for growth of teachers through any means is that they work under conditions which are favorable to their growth as persons, and that to be a good teacher one must be first of all a good human being” (Giles et al. 1942, 231). The authors whose work is presented in this book are good human beings. Each author was charged with portraying their sense of themselves as teacher educators, o
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