Tensions In Teaching About Teaching

Understanding Practice as a Teacher Educator

  • Amanda Berry

Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 5)

Table of contents

  1. Front Matter
    Pages I-XIX
  2. Contexts Of The Study

    1. Front Matter
      Pages 1-1
    2. Amanda Berry
      Pages 1-6
    3. Amanda Berry
      Pages 7-20
    4. Amanda Berry
      Pages 21-30
  3. Exploring The Tensions Of Practice

    1. Front Matter
      Pages 45-45
    2. Amanda Berry
      Pages 45-61
    3. Amanda Berry
      Pages 63-80
    4. Amanda Berry
      Pages 81-95
    5. Amanda Berry
      Pages 97-110
    6. Amanda Berry
      Pages 111-124
    7. Amanda Berry
      Pages 125-138
    8. Amanda Berry
      Pages 139-151
  4. Learning From Teaching About Teaching

    1. Front Matter
      Pages 152-152
    2. Amanda Berry
      Pages 153-167
  5. Back Matter
    Pages 169-184

About this book

Introduction

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 Inter- tional 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 meani- fully link research and practice in ways that matter for their pedagogy and, as a consequence, their students’learning about pedagogy.

Keywords

Practitioner Inquiry Reflection Self-study education teacher education teacher learning

Authors and affiliations

  • Amanda Berry
    • 1
  1. 1.Monash UniversityAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/1-4020-5993-0
  • Copyright Information Springer Science+Business Media B.V. 2007
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-1-4020-5992-6
  • Online ISBN 978-1-4020-5993-3
  • About this book