First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Tom Russell
Building on John Loughran's latest work Developing a Pedagogy of Teacher Education, this book focuses on how individuals enact pedagogy in the context of teacher education. With teacher educators actually teaching while showing student-teachers how to teach, the quality of teacher education improves. Bringing together contributions from internationally known teacher educators, a school administrator who supports teachers' professional learning, someone studying to become a teacher educator and someone studying to become a teacher, the book examines enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning. Each chapter illustrates an individual working to better understand the processes of teaching and learning and then modifying personal practices to enact a productive pedagogy of teacher education. This collection extends the rich literature emerging from the field while also focusing explicit attention on the challenges of enacting a pedagogy of teacher education.
Teacher education needs to focus on learning to see one's students' learning experiences from new perspectives, and my personal view of enacting a pedagogy of teacher education certainly includes developing new teachers' ability to ...
Author: Tom Russell
Bringing together contributions from internationally known teacher educators, this title focuses on enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning.
These are questions that perhaps other beginning teacher educators, or indeed teacher educators at any stage of their ... So too paying careful attention to the relationship between a pedagogy of teacher education, its enactment and ...
Author: Jason K. Ritter
This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.
Enacting a pedagogy of teacher education is enmeshed in the ways that teacher educators knowingly and purposefully create opportunities for students of teaching to see into teaching. Enacting a pedagogy is also about how teacher ...
Author: Michael A. Peters
Publisher: Springer Nature
This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.
Loughran wrote about enacting a pedagogy of teacher education and argued that pre-service teachers, as students of teaching, should be given opportunities to 'see into teaching' (Loughran 2007, 1) rather than be taught how to teach.
Author: Mike Hayler
Publisher: Springer Nature
This book presents a duoethnographic exploration and narrative account of what it means to be a teacher educator today. Adopting a narrative approach, the book presents different personal, political and institutional perspectives to interrogate common challenges facing teacher education and teacher educators today. In addition, the book compares and contrasts the teacher education landscapes in Australia and the UK and addresses a broad range of topics, including the autobiographical nature of teacher educators’ work, the value of learning from experience, the importance of collegiality and collaboration in learning to become a teacher educator, and the intersection of the personal, professional and political in the development of teacher educator pedagogies and research agendas. Each chapter combines personal narratives and research-based perspectives on the key dimensions of teacher educators’ work that can be found in the literature, including self-study research. Readers will gain a better understanding of the processes, influences and relationships that make being a teacher educator both a challenging and rewarding career. Accordingly, the book offers a valuable asset for university leaders, experienced and beginning teacher educators, and researchers interested in the professional learning and development of teacher educators.
In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 48À56). London: Falmer Press. Olmstead, M. (2007). Enacting a pedagogy of practicum supervision: One student teacher's ...
Author: Cheryl J. Craig
Publisher: Emerald Group Publishing
The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.
Still the same yet different: Enduring values and commitments in my work as a teacher and teacher educator. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (pp. 16–30).
Author: Bryant Griffith
The varied chapters of this book seek to capture the complexities of teaching and learning in today's schools, and they share an interest in exploring the influences of knowledge construction in the moment and over time. Teaching and learning are human processes, interrelated and dynamic. We assembled this collection to unpack what it means to teach and to learn, teasing out some of the implications and challenges of such complicated educational processes that are often misconstrued as causal or linear. As educators currently residing in the United States, we find this a particularly pressing agenda, given the current focus on common core standards and reducing teaching and learning to conceptual and pedagogical step-by-step procedures. Our primary concern in putting together this book was to provide a conceptual and political foundation from which to construct and defend understandings and practices of teaching and learning that embody the complexity of educational endeavors and relationships. The isolation of teaching from learning, and the othering of both teachers and students, one from the other, suggests that knowledge is synonymous with information. This book challenges such assumptions. The project underlying this text can be seen as a means of rethinking how teachers' and students’ perspectives of practice and curriculum influence what learning opportunities are provided to students. Chapters written by established and new thinkers in the field of education demonstrate the ways in which teachers reformulate relationships between teaching and learning in school settings. Our second objective is to examine local constructions of knowledge over time and how those constructions are consequential for teacher and student learning. By examining patterns of practice and processes of knowledge construction in elementary, secondary, and undergraduate classrooms, the authors of these chapters lay a foundation for examining commonalities and differences in the construction of knowledge and practices across educational levels, disciplines, and in-school and outof-school settings.
supports novice teachers' skilled enactment of routines that are central to ambitious teaching (Ball et al., 2009; Kazemi et al., 2009; Lampert et al., 2010). Examples of high-leverage practices include eliciting and responding to ...
Author: Michael Evans
Publisher: Cambridge University Press
"Initial teacher education continues to elicit strong views and contested prescriptions, with judgements made increasingly on the basis of international comparisons. Against this background of educational debate and polemic, there is a need for insights gained from research-based qualitative accounts of the processes and practice taking place in high-performing institutions and contexts. Teacher Education and Pedagogy combines critical discussion of transformative processes of teacher education policy and planning with fine-grained analysis of effective practice"--Book cover.
In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (pp. 60–76). London: RoutledgeFalmer. Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles ...
Author: Alan Ovens
In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies. A vital new addition to Springer’s series Self-Study of Teacher Education Practices, the volume is divided into three sections assessing the significance of the approach itself, offering detailed subject-relevant case studies, and exploring the nuances and controversies attending the evolution of the methodology. The contributors show how self-study enables reflexivity in pedagogical practice, a notable lacuna in current critical research, and at the same time they make the technique accessible to scholars of physical education wanting a practicable introduction to the subject. The analysis also explores the implications of applying self-study to pedagogy itself, to the curriculum, and to human movement and educational practice more generally. By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the field.
Teaching in Higher Education, 16(5), 483-494. Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Crows Nest, NSW: Allen & Unwin: Olmstead, M. (2007). Enacting a pedagogy of practicum ...
Author: Joy Higgs
Publisher: Springer Science & Business Media
For educators, scholars, practitioners and researchers this book offers an opportunity to explore and engage with practice-based education theories and concepts in real life teaching spaces. It is a place to see theory embodied and situated within PBE practices. It is also an opportunity to see how educators and scholars from other disciplines are applying theory to understand teaching and learning in their particular area. This volume provides an opportunity for readers to deepen their understanding of practice-based education and broaden and critically appraise their strategies for engaging with practice-based education theory. And, it provides a means of extending theory and realising new practice-based education theory through the lens of exemplary practice. There are three sections in the book: • Section 1: Practice-based education for life and work • Section 2: Practice-based education in action • Section 3: Practice-based education realisations
Reinventing teacher preparation: The master of education in teaching program. National Forum of Teacher Education ... In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: values, relationships, and practice.
Author: Anastasia Samaras
Publisher: Springer Science & Business Media
Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: “Are learning communities essential in education?” “How are they designed and developed?” “What difference do they make in learning?” The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the “how to” of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators.
4. highlighted they had learned about the importance of responsivity in teaching; that is, by listening closely to what ... and preservice teacher's understandings and a practical proposition which supports efficacy in enactment.
Author: Yehudith Weinberger
Publisher: BoD – Books on Demand
As with most dynamic activities that are based on social and cultural contexts and rely on interactions, education is a complex and often ambiguous endeavor. Despite this complexity, scholars and educators are often required to find ways of defining and explaining what "good" teaching is and to incorporate these conclusions into teacher education. This book contains eight scholarly articles from various countries around the world and offers unique and up-to-date perspectives on relevant practices and pedagogies for teachers' professional education and development. In this international book, it is argued that there is a significant inspiration and enrichment to be gained by investigating the policies and practices of teacher education systems from all over the world.
Russell, T and Loughran, J (eds) (2007) Enacting a Pedagogy of Teacher Education: Values, Relationships and Practice. Abingdon: Routledge. This book contains a collection of articles, written by practitioners, on how individuals enact ...
Author: Elizabeth White
Publisher: Critical Publishing
Professional learning and development for all teacher educators through stories of practice and carefully structured coaching questions. This book provides all teacher educators, wherever they are based, with key opportunities for professional learning and development, especially in relation to the new initial teacher education (ITE) core content framework and the new early career framework. A range of detailed narratives about practice have been written by teacher educators, for teacher educators, and are carefully curated by the author to draw out key learning points, including a range of coaching questions. Of interest for individuals and groups of teacher educators, and especially those working in partnerships, the book also contains research- and practice-informed guidance that can be used in professional development sessions.
s (2009) and McDonald and Zeichner's (2009) efforts to better define, defend and enact the work of social justice teacher education. At the same time, we recognize Zeichner's (2012) concerns regarding the limits of clinically-based ...
Author: Ann E. Lopez
This is the second book in the series Transformative Pedagogies for Teacher Education. Like the first book in the series it is geared towards practitioners in the field of teacher education. This second book focuses on action, agency and dialogue. It features chapters by a collection of teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences with teacher candidates to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, particularly diverse contexts. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Critical Action, Agency and Dialogue in Teaching and Learning Contexts they can implement in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives in teacher education in the preparation of teacher candidates for a changing world. Critical notions of education are posited from different perspectives and locations. This book will be useful for schools, school boards and districts engaging in ongoing professional development of teachers. It will also be of value to school leaders and aspiring leaders in principal preparation programs as working with new teachers and teacher educators is an integral part of their role.
For their teachers, the six standards (joint productive activity, language & literacy development, ... and eventually enacted by assessing their own pedagogical effectiveness through guided reflection and dialogue before, during, ...
Author: Steve Walsh
The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research. Key features include: a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts; the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’; ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research. This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.
... Professor of Teacher Education, Department of Teaching and Learning, 2013-2014 President, Association of Teacher ... Additionally, candidates' initial receptivity was a factor in their decision to enact progressive pedagogies in ...
Author: LeAnn G. Putney
Publisher: Rowman & Littlefield
The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators.
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(2020). https://nces.ed.gov/programs/coe/indicator_clr.asp Ohito, E. O. (2016). Making the emperor's new clothes visible in anti-racist teacher education: Enacting a pedagogy of discomfort with white preservice teachers.
becomes a cycle enacted by teacher educators in their teacher preparation courses for novices to learn and to develop ambitious teaching practices. Emerging research is showing that the promotion of ambitious teaching practices with ...
Author: Polly, Drew
Publisher: IGI Global
Educators play a significant role in the intellectual and social development of children and young adults. Thus, it is important for next-generation teachers to have a strong educational background, as it serves as the foundation to their understanding of learning processes, leadership, and best practices in the field of education. Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs presents critical and relevant research on methods by which future educators in high-level courses are equipped and instructed in order to promote the best experience in academic scholarship. Featuring discussion on a diverse assortment of topics, such as social justice for English language learners, field-based teacher education, and student satisfaction in graduate programs, this publication is directed at academicians, students, and researchers seeking modern research on the approaches taken by instructors to qualify and engage future educators.
SOLUTIONS AND RECOMMENDATIONS This study examined teachers' development of knowledge related to formative assessment practices in mathematics using ... In light of the PCK framework, not all enactments of pedagogy may be high quality.
Author: Niess, Margaret
Publisher: IGI Global
The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom. The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.
Enactivist and embodied perspectives refer to this capacity of teachers to intuitively enact practices as ... Enactment: An. Enactivist. Perspective. of. Teacher. Education. The methods course and associated pedagogy at the center of ...
Author: Pratim Sengupta
Publisher: Springer Nature
Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments. In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.