action
American Educational Research Association Meeting
beginning
Beginning Teacher Educator
Category=JNMT
education
educative relationships research
educator
Elementary Teacher Education Program
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
experience
Experienced Teacher Educators
Express Minority Views
Hugh Munby
jack
Jack Whitehead
Knowledge Acquisition
Life History Approach
Life History Explorations
Life History Research
Living Educational Theory
Method Students
Novice Teacher Educators
Personal Development
practice
pre-service
Professional Development
Professional Knowledge Landscape
qualitative self-study methods
Reflective Practice
Reflective Teacher Educator
reflective teacher educator development
self-reflective pedagogy
Self-study Work
social change in education
Stefinee Pinnegar
student
Student Teaching Seminar
Teach Physics
Teacher Education
Teacher Educators
teacher professional identity
university teaching practice
whitehead
Product details
- ISBN 9780750704656
- Weight: 430g
- Dimensions: 156 x 234mm
- Publication Date: 31 Aug 1995
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This is a reflection on the education of teachers, written by teacher educators who discuss features of their work and the challenges facing teacher education in the 1990s. The book invites the reader to attempt similar analyses of personal practice and development in their own teaching.; The book deals with the personal development of both new and experienced teacher educators, illustrating how strongly teacher educators are influenced by their visions and by the challenge to prove themselves in the university setting. In addition, the book examines the ways in which teacher educators have acted to promote their own professional development and study their own practices, including writing as a tool for reflection, a life-history approach to self-study, as well as a study of educative relationships with others, and the analysis of a personal return to the classroom. Finally, it takes a broader look at the professional development of teacher educators and offers a challenge to all teacher educators to consider the tension between rigour and relevance.
