Tensions In Teaching About Teaching Understanding Practice as a Teac
This series in Teacher Education: Self-study of Teacher Education Practices (S-STEP) has been created in order to offer clear and strong examples of self-study of teaching and teacher education practices. It explicitly values the work of teachers and teac
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Self Study of Teaching and Teacher Education Practices Volume 5 Series Editor John Loughran, Monash University, Clayton, Australia Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, Massey University, New Zealand Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada
For other titles published in this series, go to www.springer.com/series/7072
TENSIONS IN TEACHING ABOUT TEACHING Understanding Practice as a Teacher Educator
by Amanda Berry Monash University, Clayton, Australia
Library of Congress Control Number: 2008930207
ISBN-978-1-4020-5992-6 (HB) ISBN-978-1-4020-8789-9 (PB) ISBN-978-1-4020-5993-3 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com
Printed on acid-free paper
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To Warren and Maxx
CONTENTS Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Series Editor’s Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii List of Figures and Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix PART ONE: CONTEXTS OF THE STUDY CHAPTER ONE: Beginning to Research My Practice 1. 2.
Developing a research approach through tracing influences on practice . . . . . 2 Elaborating a conceptual frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CHAPTER TWO: Teacher Educators Studying Their Work 1. 2. 3. 4.
How do teacher educators develop their knowledge of teaching teachers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Why are teacher educators interested in studying their practice? What informs the approaches they take? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 What happens when teacher educators research their own teaching? . . . . . . . 19 Summary: Conceptualising learning from self-study . . . . . . . . . . . . . . . . . . . 20
CHAPTER THREE: Developing a Research Approach 1. 2.
Self-study as a methodological frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
CHAPTER FOUR: Tensions as a Framework for Learning About Practice in Teacher Education 1. 2. 3.
Explica
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