Full Description
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. Critical Practice in Teacher Education is a must for all policy-makers, teacher educators and their students, school-based mentors and local authorities who want to understand, improve and develop the quality of teachers' professional development.
Contents
Preface by Ruth Heilbronn and John Yandell Part 1learning, critical practice 1 The nature of practice-based knowledge and understanding by Ruth Heilbronn 2 Sites of learning by John Yandell 3 The reflective practitioner by Ruth Heilbronn Part 2: Modes of professional learning 4 From reading into writing: Discovering a personal philosophy by Liz Wright 5 Tasks, audiences and purposes: Writing and the development of teacher identities within pre-service teacher education by Anne Turvey and Gill Anderson 6 'A bit of an eye-opener': Critical reflection at Master's level through portfolio construction by Karen Turner Part 3: Case studies of professional learning and assessment 7 Foreign language education: Preparing for diversity by Verna Brandford 8 Playing a part: The case of theatre in education in the professional education of English with Drama teachers by Anton Franks 9 Learning to teach Geography by Clare Brooks 10 Music, musicians and learning modes by Pauline Adams and Kate Laurence 11 Performativity versus engagement in a Social Science PGCE by Jane Perryman 12 The principled practitioner: A model of knowledge acquisition by Shirley Lawes
