A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book 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, 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.
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This unusual and very important book explores exactly what its title and sub-title(“Understanding teaching and learning about teaching”) describe. That is: what do we mean by, and how can we approach, quality of learning, teaching and assessment when the learners are student teachers and (in some places) their teachers have no experience of or training in teaching or teacher education?
- British Journal of Educational Technology, Vol 38 No 2 2007
About the Author
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.
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First Sentence:
Developing a pedagogy of teacher education - What does that really mean? Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
realistic teacher education, teaching about teaching, uncomfortable learning experience, learner consent, teacher education practices, effective reflective practice, learning about teaching, pedagogical reasoning, researcher stance, constructive learning experience, teacher education classes, disturbing practice, school teaching experience, onion model, teacher educators, problematic enterprise, professional learning, supervising teacher, teacher preparation programs Key Phrases - Capitalized Phrases (CAPs): (learn more)
Double Degree, Jeff Northfield, Miss Davenport, Monash University New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Developing a pedagogy of teacher education - What does that really mean? Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
realistic teacher education, teaching about teaching, uncomfortable learning experience, learner consent, teacher education practices, effective reflective practice, learning about teaching, pedagogical reasoning, researcher stance, constructive learning experience, teacher education classes, disturbing practice, school teaching experience, onion model, teacher educators, problematic enterprise, professional learning, supervising teacher, teacher preparation programs Key Phrases - Capitalized Phrases (CAPs): (learn more)
Double Degree, Jeff Northfield, Miss Davenport, Monash University New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 50
books:
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- Teachers And Teaching: From Classroom To Reflection by Hugh Munby on 8 pages
- Handbook of Research on Teaching (Macmillan research on education handbook series) by Merlin C. Wittrock on 7 pages
- Teaching about Teaching: Purpose, Passion and Pedagogy in Teacher Education by Tom Russell on 7 pages
- Teachers Who Teach Teachers: Reflections On Teacher Education by Tom Russell Professor Faculty of Education Queen's University Kingston Ontario Canada; Fred Korthagen IVLOS Institute of Education Utrecht University Netherlands. on 4 pages
- Teachers' Professional Learning by J. Calderhead in Back Matter (1), Back Matter (2), and Back Matter (3)
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