Download Teaching about Teaching: Purpose, Passion and Pedagogy in by Tom Russell, John Loughran PDF

By Tom Russell, John Loughran

Considers instructor schooling as a huge points of the instructing career and demonstrates why it's so very important for better schooling associations to worth their instructor educators' expert wisdom. The booklet demonstrates how instructing approximately educating wisdom pedagogy is essential to the improvement of caliber in instructor schooling and the way this data has to be articulated and communicated during the instructing occupation, either in faculties and universities.

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Extra info for Teaching about Teaching: Purpose, Passion and Pedagogy in Teacher Education

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What are the formal and informal rules, the norms, that give order do the classroom? In what ways are they enabling and limiting of meaning? What roles do the students and the teacher play and what is the relationship of these 24 Practicing Theory and Theorizing Practice in Teacher Education roles to one another? How do the students and the teacher experience the classroom? What are the key words, metaphors, ideas, concepts, that they use to give meaning to the classroom and to structure their experience?

He used the word ‘competency’, and my heart sank. I knew what that word meant, and that the intention was to develop a list of skills, complete with performance indicators, that would serve as the objectives for the course. The student will be able to…’ was and still is foreign to my way of thinking. Bullough, Jr. in advance, and, ignoring Dewey’s profound discussion of the relationship of aims and means, means would be prescribed. Controlling learning outcomes was the aim. Themes? Interdisciplinary units?

Students did not always accept my explanations, but they respected them and could learn more from my classes once they had started to think about why I was doing (and not doing) things in particular ways. ’ The irony was obvious, both in the question itself and in the fact that I had told them but they had not known what my words meant. I continue to emphasize small-group discussion and leadership from within the group, but that comment convinced me, forever, just how powerful and important it can be to resist the basic teacher tendency to fill classroom silence with talk.

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