Reconceptualizing Teaching Practice: Self-study in Teacher EducationMary Lynn Hamilton Psychology Press, 1998 - 258 páginas Over the past ten years there has been increased interest in research on various aspects of teacher education, ranging from the preparation of teachers to continuing professional development. The increase of interest in how teachers become competent in very complex social settings is a result of a general recognition by researchers and policy makers alike that teachers are the key to any serious efforts at educational reform. This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as 'self-study', equivalent in many ways to the 'action research' movement, but at tertiary level. |
Contenido
A Framework for the Development of Selfstudy Practice | 7 |
Methodological Perspectives | 31 |
Selfstudy Through the Use of Practical Argument | 45 |
Claiming to Understand Educational Development | 67 |
Case Studies of Individual Selfstudy | 111 |
Reflecting Critically on Teaching to Encourage Critical Reflection | 124 |
Selfstudy of Teacher Education Practices Through the Use of | 140 |
A Collaborative Selfstudy | 154 |
A Selfstudy of Teacher | 167 |
Processes and Practices of Selfstudy | 195 |
Prospects for Collaborative Selfstudy on the Internet | 208 |
The Selfstudy of Teacher Education Practices and the Reform | 224 |
Afterword | 247 |
Otras ediciones - Ver todas
Reconceptualizing Teaching Practice: Developing Competence Through Self-Study Mary Lynn Hamilton Vista previa limitada - 2005 |
Reconceptualizing Teaching Practice: Self-study in Teacher Education Mary Lynn Hamilton Vista previa limitada - 1998 |
Reconceptualizing Teaching Practice: Developing Competence Through Self-Study Mary Lynn Hamilton Vista previa limitada - 2005 |
Términos y frases comunes
academic action research activities asked assessment beliefs chapter classroom collaborative self-study colleagues context create critical reflection cultural curriculum dean dilemma discussion educa educational development Educational Psychology electronic mail engage epistemology example experience explore Falmer Press feel focus goals Herstmonceux Castle ideas important inclusive classrooms individual inquiry interaction interest issues journal Kingston University knowledge Knowles KORTHAGEN learners literacy lives Loughran Lynn Hamilton meeting Monash University Munby narrative Northfield one's paradox participants perspective practical argument pre-service teachers presented professional development Queen's University questions reading reading education reform reframing relationship Rena Rena's responsibility role Russell RUSSELLT@QUCDN.QueensU.CA self-portrait self-study of teacher self-study research shared situation story talk Tape teacher candidates teacher education practices teaching and learning teaching practice Telnet tensions theory thought tion Tom Russell tutor understanding University UPITISR@educ.QueensU.CA writing