Details

Autor(en) / Beteiligte

• Berry, Amanda

Titel

Tensions in Teaching about Teaching : Understanding Practice as a Teacher Educator [electronic resource]

Auflage

1st ed. 2008

Ort / Verlag

Dordrecht : Springer Netherlands

Erscheinungsjahr

2008

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Description based upon print version of record.
• Includes bibliographical references (p. [169]-176) and indexes.
• Contexts Of The Study -- Beginning To Research My Practice -- Teacher Educators Studying Their Work -- Developing A Research Approach -- Tensions as a Framework for Learning About Practice in Teacher Education -- Exploring The Tensions Of Practice -- Telling and Growth -- Confidence and Uncertainty -- Action and Intent -- Safety and Challenge -- Planning and Being Responsive -- Valuing and Reconstructing Experience -- Revisiting and Summarising The Tensions -- Learning From Teaching About Teaching -- Becoming a Teacher Educator.
• 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 teacher educators and through the research of their practice, offers insights into new ways of encouraging educational change. The series is designed to complement the International Handbook of Self-study of Teaching and Teacher Education practices (Loughran, Hamilton, LaBoskey, & Russell, 2004) and as such, helps to further define this important field of teaching and research. Self-study of teaching and teacher education practices has become an important ‘way in’to better understanding the complex world of teaching and learning about teaching. The questions, issues and concerns, of teacher educators in and of their own practice are dramatically different to those raised by observers of the field. Hence, self-study can be seen as an invitation to teacher educators to more mean fully link research and practice in ways that matter for their pedagogy and, as a consequence, their students’ learning about pedagogy.
• English