Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010132561 | LB1707 L68 2006 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This booknbsp;describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices.
The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers' learning,nbsp;arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.
Author Notes
John Loughran is a senior member of the Faculty of education at Monash University as the Foundation Chair in Curriculum and Professional Practice. He has written and edited several books for Routledge, Teachers' College Press and Kluwer.
Table of Contents
| Table of contents introduction |
| Chapter One Developing a pedagogy of teacher education: What does that really mean? |
| Section One Teaching about teaching |
| Chapter Two Being a teacher educator: a focus on pedagogy |
| Chapter Three Teaching: A problematic enterprise |
| Chapter Four Making the tacit explicit |
| Chapter Five A shared language: Conceptualizing knowledge for a pedagogy of teacher education |
| Chapter Six Principles of Practice |
| Section Two Learning about teaching |
| Chapter Seven Being a student of teaching |
| Chapter Eight From student to teacher: the place of effective reflective practice |
| Chapter Nine Student teacher as researcher: recognizing and valuing the development of professional knowledge |
| Chapter Ten Learning through experience: students of teaching researching their own practice |
| Chapter Eleven Teacher education as a beginning not an end conclusion |
| Chapter Twelve ENACTING a pedagogy of teacher education references |
