Critical Practice in Teacher Education: A Study of Professional LearningPaperback Bedford Way Papers
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- Publisher: Institute of Education Publications
- Format: Paperback | 208 pages
- Dimensions: 150mm x 234mm x 14mm | 399g
- Publication date: 31 October 2010
- Publication City/Country: London
- ISBN 10: 0854738592
- ISBN 13: 9780854738595
- Edition statement: Reprint
- Illustrations note: 6 figures
- Sales rank: 1,710,473
This timely book uncovers all of the processes that should be considered when high-quality teacher education is designed, delivered and studied around the world. Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal experience and knowledge of theory, research and policy. Critical Practice in Teacher Education outlines a compelling argument that the best quality teacher education should not just be experienced in schools, but simultaneously in different overlapping communities, including those from the course and discipline or subject area. Attention is directed towards how reading, writing and assessment are used with students to undertake tasks such as developing portfolios, participating in reflective discussions and writing autobiographically, and to how this can develop their intellectual identities and practical judgment. The book presents five in-depth case studies, each of which tell a particular story from a particular subject perspective, illustrating how a range of approaches can be taken on initial teacher training and Masters-level courses. Each story features descriptions of challenges and assignments along with excerpts of the students' responses. Critical Practice in Teacher Education is a must for all policy-makers, teacher educators and their students, school-based mentors and local authorities who want to understand, improve and develop the quality of teachers' professional development.
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Ruth Heilbronn is a specialist in Languages in Education, and Philosophy of Education. She has worked in senior management in schools and held staff development and advisory posts in schools. Her teaching experience at the Institute of Education, University of London includes subject leader for the MFL PGCE and module leadership on various Master's programmes. John Yandell taught in Inner London secondary schools for 20 years, including 11 years as head of English at Kingsland School, Hackney, and three years as head of the Ethnic Minority Achievement Team at Haverstock School, Camden. For the past six years, he has led the Secondary PGCE English and English with Drama course at the Institute of Education, University of London. He also teaches on the MTeach and Master's English Education programmes. Pauline Adams is a lecturer in Music Education, teaching on the PGCE and Master's Music Education courses at the Institute of Education, University of London. She started her career teaching in Inner London schools and for some years acted in an advisory role for the Inner London Education Authority. Gill Anderson taught English in secondary and tertiary schools in London for 13 years before moving into teacher education. In her current role at the Institute of Education, University of London she works with PGCE and MTeach students and is interested in creative approaches to English teaching, pupils' development in reading and writing and teachers' professional development. Verna Brandford is a lecturer in Education, tutor on the Secondary PGCE in Modern Foreign Languages (MFL) and module leader for the BEd Teaching and Learning in Classrooms at the Institute of Education, University of London. As a consultant MFL adviser and inspector she has worked extensively with several local education authorities giving pre- and post-inspection advice and has worked with staff on curriculum review and development. Clare Brooks is subject leader for the Geography PGCE, and course leader for the Master's in Geography Education at the Institute of Education, University of London. Her research interests include the development and influence of Geography teachers' subject knowledge. Anton Franks was a teacher of Drama and English in London schools and now teaches, researches and writes on Drama and English in Education at the Institute of Education, University of London. Kate Laurence is subject leader for the Music PGCE and a module leader for the Master's in Music Education at the Institute of Education, University of London. She previously taught in Inner London and was director of Music and an advanced skills teacher. She has held professional and advisory roles with the Specialist Schools and Academies Trust, the BBC and for Sibelius Software Ltd. Kate currently leads a number of national CPD courses for Music teachers. Shirley Lawes is subject leader for the MFL PGCE at the Institute of Education, University of London, a member of the executive committee of the Society for Educational Studies, and a member of National Centre for Languages Advisory Group on Teacher Training. Jane Perryman worked for 10 years as head of Humanities/Social Science in Hackney and Islington. She has been a PGCE tutor since 2002, and is currently the course leader for the PGCE Social Science at the Institute of Education, University of London. She also contributes to the EdD and the Master's in School Effectiveness. Her research interests are accountability and performativity in secondary education inspection regimes and management, and how schools respond to policy. Karen Turner has wide experience of teaching at school and at PGCE, INSET and Master's level. Her main responsibilities currently lie with the MTeach at the Institute of Education, University of London, where she is module leader for portfolios and tutor. She is also subject leader for the Primary French specialism. Anne Turvey is a lecturer in education at the Institute of Education, University of London, whose responsibilities have included subject leader for the PGCE English and Drama; course tutor for the MTeach and the Master's module 'Literature, feminism and the curriculum'; Chair of the London Association for the Teaching of English (LATE); and Committee member of the National Association for the Teaching of English (NATE). Liz Wright has worked in education for 35 years. She currently lectures in primary education at the Institute of Education, University of London (IOE), works as a SENCO in a primary school and is an associate lecturer with the Open University. Before moving to higher education 16 years ago she worked across primary and secondary education at classroom and advisory level. She is the module leader for the Primary Professional Learning Portfolio at the IOE.
The teacher educators who have contributed to this volume offer a powerful alternative to the sterile educational model of standards-based reforms...[The book] speaks back to such reforms, providing grounds for hope that we may one day be able to establish and education system that is genuinely inclusive and truly democratic. --Professor Brenton Doecke, Faculty of Arts and Education"
Table of contents
Preface by Ruth Heilbronn and John Yandell Part 1: Professional learning, critical practice 1 The nature of practice-based knowledge and understanding by Ruth Heilbronn 2 Sites of learning by John Yandell 3 The reflective practitioner by Ruth Heilbronn Part 2: Modes of professional learning 4 From reading into writing: Discovering a personal philosophy by Liz Wright 5 Tasks, audiences and purposes: Writing and the development of teacher identities within pre-service teacher education by Anne Turvey and Gill Anderson 6 'A bit of an eye-opener': Critical reflection at Master's level through portfolio construction by Karen Turner Part 3: Case studies of professional learning and assessment 7 Foreign language education: Preparing for diversity by Verna Brandford 8 Playing a part: The case of theatre in education in the professional education of English with Drama teachers by Anton Franks 9 Learning to teach Geography by Clare Brooks 10 Music, musicians and learning modes by Pauline Adams and Kate Laurence 11 Performativity versus engagement in a Social Science PGCE by Jane Perryman 12 The principled practitioner: A model of knowledge acquisition by Shirley Lawes