International Handbook of Teacher Education: Volume 2 by John Loughran, Mary Lynn Hamilton

By John Loughran, Mary Lynn Hamilton

The overseas Handbooks of instructor schooling conceal significant concerns within the box via chapters that supply special literature reports, designed to aid readers to appreciate the historical past, matters and study advancements throughout these subject matters so much correct to the sector of instructor schooling from a world standpoint. This quantity is split into sections: instructor educators; and, scholars of training. the 1st examines instructor educators, their function, and how that function impacts the character of training approximately educating. In flip, the second one explores who scholars of training are, and the way that affects the connection among educating and studying approximately teaching.

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By John Loughran, Mary Lynn Hamilton

The overseas Handbooks of instructor schooling conceal significant concerns within the box via chapters that supply special literature reports, designed to aid readers to appreciate the historical past, matters and study advancements throughout these subject matters so much correct to the sector of instructor schooling from a world standpoint. This quantity is split into sections: instructor educators; and, scholars of training. the 1st examines instructor educators, their function, and how that function impacts the character of training approximately educating. In flip, the second one explores who scholars of training are, and the way that affects the connection among educating and studying approximately teaching.

Show description

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Personal practical knowledge can be seen as a tool used by those in teacher education for the purpose of teacher professional development. It may be a means of working with preservice teachers, either to encourage them to understand their teacher identity or the continuities of experience that their students bring with them into the classroom. The third way that the idea of personal practical knowledge is used in teacher education is as a way of understanding the lives and work of teacher educators.

But this professional knowledge – and pedagogical skills it often brings – are not in themselves enough, as becomes clear through analysis of beginning teacher educators’ experiences and struggles to generate new forms of pedagogical practice for teaching in HE. Scholarly and research activity is usually seen as an integral part of the complexity of teacher educators’ work and their professional expertise as second order practitioners. As Cochran-Smith (2005) in a discussion of teacher educators’ roles asserts “part of the task of the teacher educators is functioning simultaneously as both researcher and practitioner” (p.

B. (2004). What teachers have always wanted to know–and how corpora can help. In J. M. ), How to use corpora in language teaching (pp. 39–61). Amsterdam: John Benjamins Publishing. Villegas, A. M. (1991). Culturally responsive pedagogy for the 1990’s and beyond. Princeton, NJ: Educational Testing Service. , & McNiff, J. (2006). Action research: Living theory. London: Sage Publications Ltd. Chapter 16 Beginning Teacher Educators: Working in Higher Education and Schools Jean Murray Introduction Teacher education across the world is increasingly positioned as a lever for achieving educational change in the school sector (Darling-Hammond & Lieberman, 2012).

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