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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.

Education --- Teacher educators. --- Teachers --- Teaching. --- Lerarenopleiding --- Study and teaching (Higher). --- Training of. --- algemeen. --- leren en onderwijzen --- PBIB --- 481.7 --- lerarenopleiding (ler) --- 450.7 --- Lerarenopleidingen --- Opleiding en bijscholing

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To help teacher educators undertake self-study, this book offers a range of research methodologies, which show what issues experienced teacher educators have chosen to study, how they would research, and what the outcomes were. Throughout, the emphasis is on placing teacher educators' knowledge and practice at the center of their academic work.

Teachers --- Teacher educators --- Education --- Training of --- Study and teaching (Higher) --- Teacher educators. --- Pedagogiek en onderwijskunde --- Training of. --- vakdidactiek --- Study and teaching (Higher). --- vakdidactiek.

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When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher’s everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership – in most part because leadership trusted them as professionals to responsibly lead student learning. Within this culture of trust and valued collaboration, working alongside external critical friends who supported their professional learning, the teachers engaged in regular, thought provoking and interactive professional dialogue. Together they exposed and challenged each other’s thinking and beliefs about learning and teaching, captured and examined each other’s practice and, ultimately articulated and extended their professional knowledge. The insights about this collaborative learning process and the emergent knowledge and understandings teachers develop about the interactive relationship between learning and teaching, has much to contribute to educational discourse beyond the school setting. Some of that knowledge and the way it looks in practice is shared in this book.

Reflective teaching. --- Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education. --- Education, general. --- Teaching --- Teachers --- Educational planning --- Educational innovations --- Self-rating of --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Teaching. --- Didactics --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge

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Self-study in teacher education is a growing field and a natural progression from the concept of reflective practice for pre-service teachers. This book is designed to introduce teacher educators to the theory and practice of self-study, in order to explore, understand and improve their teaching about teaching.With studies from an international range of contributors, this book illustrates a variety of approaches to self-study. It describes the issues that teacher educators have chosen to study, how they carried out their research and what the learning outcomes were. Throughout, the emphasi

Teachers --- Teacher educators. --- Education --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- College teachers --- Teacher education --- Teacher training --- Teachers, Training of --- Training of. --- Study and teaching (Higher) --- #PBIB:2002.3 --- Teachers - Training of --- Teacher educators --- Education - Study and teaching (Higher)