ERIC Number: ED513307
Record Type: Non-Journal
Publication Date: 2010-Sep
Reference Count: 0
Critical Practice in Teacher Education: A Study of Professional Learning
Heilbronn, Ruth, Ed.; Yandell, John, Ed.
Institute of Education - London
This timely book uncovers all of the processes that should be considered when high-quality teacher education is designed, delivered and studied around the world. Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal experience and knowledge of theory, research and policy. "Critical Practice in Teacher Education" outlines a compelling argument that the best quality teacher education should not just be experienced in schools, but simultaneously in different overlapping communities, including those from the course and discipline or subject area. Attention is directed towards how reading, writing and assessment are used with students to undertake tasks such as developing portfolios, participating in reflective discussions and writing autobiographically, and to how this can develop their intellectual identities and practical judgment. The book presents five in-depth case studies, each of which tell a particular story from a particular subject perspective, illustrating how a range of approaches can be taken on initial teacher training and Masters-level courses. Each story features descriptions of challenges and assignments along with excerpts of the students' responses. This book is a must for all policymakers, teacher educators and their students, school-based mentors and local authorities who want to understand, improve and develop the quality of teachers' professional development. This book contains three parts. Part 1, "Overview", contains: (1) The Nature of Teacher Knowledge and Understanding (Ruth Heilbronn); (2) Situated Contexts for Professional Practice (John Yandell); and (3) Critical Reflection on Practice (Ruth Heilbronn). Part 2, "Requirements for Professional Learning", contains: (4) The Principled Practitioner: A Model of Knowledge Acquisition (Shirley Lawes); (5) Reading Into Writing (Liz Wright); (6) Reflective Writing (Anne Turvey); and (7) Learning to Teach and Discourses of Performativity (Jane Perryman). Part 3, "Modes of Learning and Assessment", contains: (8) Portfolios for Professional Learning (Karen Turner); (9) Theatre in Education (Anton Franks); (10) Learning to Teach Geography (Clare Brooks); (11) Music, Musicians and Learning Modes (Kate Laurence and Pauline Adams); and (12) Foreign Language Education: Preparing for Diversity (Verna Brandford).
Descriptors: Teacher Education, Teacher Characteristics, Reflection, Writing (Composition), Portfolios (Background Materials), Theater Arts, Geography Instruction, Music, Musicians, Second Language Instruction, Reading, Case Studies
Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: email@example.com; Web site: http://www.ioe.ac.uk/publications
Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education
Audience: Students; Teachers; Policymakers
Authoring Institution: University of London, Institute of Education