Learning About Teaching

  • John Loughran
  • Amanda Berry
  • Libby Tudball
Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 2)


Over the past three years we have been working together to develop and teach a third year subject (Curriculum and Pedagogy) in which intensive micro-teaching experiences are used to help student-teachers begin to learn about their own teaching. This has meant that, for us, some of the assumptions that have underpinned our approach to teaching about teaching have been challenged as we have been confronted by new and different learning outcomes because of the nature of this subject.

The subject is purposefully constructed so that through ‘critiquing’ teaching, student-teachers might learn how to ‘unpack’ teaching and begin to recognize more about their own teaching as well as coming to understand the problematic nature of practice.

The self-study that comprises this chapter is designed to highlight how our approach to teaching about teaching influences our learning about teacher education and also to begin to find helpful ways of communicating our “ developing knowledge of practice” with others. Therefore, the purpose of the self-study is to begin to articulate how the intended outcomes for student-teachers’ learning about teaching actually impacts on the manner in which we approach (and conceptualize) our pedagogy.

This chapter therefore examines how we have come to see our practice differently and how framing and reframing is central to articulating a developing pedagogy of teacher education.


Teacher Education Student Teacher Practicum Experience 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Baird, J. R., and Mitchell, I., J., 1992, Learning From the PEEL Experience, Monash Printing Services, Melbourne.Google Scholar
  2. Barnes, D., 1976, From Communication to Curriculum, Harmondsworth, Penguin.Google Scholar
  3. Berry, A., and Loughran, J. J., 2002, Developing an Understanding of Learning to Teach in Teacher Education, in: J. J. Loughran and T. Russell ed., Improving Teacher Education Practices Through Self-study, RoutledgeFalmer, London, pp. 13–29.Google Scholar
  4. Elliott, J., 1991, Action Research For Educational Change, Open University Press, Buckingham.Google Scholar
  5. Freire, P., 1970, The Pedagogy of the Oppressed, Continuum, New York.Google Scholar
  6. Korthagen, F. A. J., Kessels, J., Koster, B., Langerwarf, B., and Wubbels, T., 2001, Linking Practice and Theory: the Pedagogy of Realistic Teacher Education, Lawrence Erlbaum Associates Publishers, Malhwah, New Jersey.Google Scholar
  7. Myers, C. B., 2002, Can Self-study Challenge the Belief that Telling, Showing and Guided Practice Constitute Adequate Teacher Education?, in: J. Loughran and T. Russell ed., Improving Teacher Education Practices Through Self-Study, RoutledgeFalmer, London, pp. 130–142.Google Scholar
  8. Pekarek, R., Krockover, G. H., and Shepardson, D. P., 1996, The research-practice gap in science education, Journal of research in Science Teaching, 33: 111–113.Google Scholar
  9. Schön, D., 1983, The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.Google Scholar

Copyright information

© Springer 2005

Authors and Affiliations

  • John Loughran
    • 1
  • Amanda Berry
    • 1
  • Libby Tudball
    • 1
  1. 1.Monash UniversityAustralia

Personalised recommendations