Articoli correlati a Teacher Learning and Development
Sinossi
This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents'learning and teacher and teacher educators'understanding of practice.
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Product Description
This book synthesises current practice and research developments from internationally recognised scholars and practitioners, to provide theoretical and practical knowledge which informs teacher education, development and professional learning. Sections in the book include: the role and significance of learning relationships; emerging dilemmas and challenges; and processes of self-study in teacher education. Throughout the book, self-study contributions highlight the complexity, challenges, struggles, solutions and successes in teacher education experience. They foreshadow exciting developments for further research. Accordingly, the book is likely to appeal to a wide audience of educators, including education academics, teachers, student teachers and researchers.
Review
From the reviews:
“This edited book provides the reader with a wealth of expert writing from teachers, academics … . The fascination of the collection is its illustration of the interweaving influences of experience, reflection and practitioner research on teacher learning. … The book will thus appeal to teachers making sense of their own experiences and endeavours to enhance learning opportunities and improve students’ learning outcomes. It will be of particular value to those with responsibility for CPD and those embarking on reflective practice or practitioner research.” (Rachel Lofthouse, Learning and Teaching Update, Issue 15, June, 2008)
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