Relying on local, self, and historical studies, the author argues for better—not best—practices in teaching and teacher education.
Representing more than two decades of Robert V. Bullough Jr.’s research into the problems of teaching and teacher education, this book presents a set of guiding principles that hold promise for achieving increasingly powerful teacher education.
Table des matières
Acknowledgments
Introduction
Part 1. Historical Studies
1. Pedagogical Content Knowledge circa 1907 and 1987: A Study in the History of an Idea
2. Teacher Education Reform as a Story of Possibility: Lessons Learned, Lessons Forgotten—The American Council on Education’s Commission on Teacher Education (1939–1942)
Part 2. Studies of Becoming and Being a Teacher Educator 3. The Quest for Identity in Teaching and Teacher Education: An Episodic Personal History
4. Becoming a Mentor: School-Based Teacher Educators and Teacher Educator Identity
5. Life on the Borderlands: Action Research and Clinical Teacher Education Faculty
Part 3. Studies of Becoming and Being a Teacher
6. Learning to Teach as an Intern: Teaching and the Emotions
7. Continuity and Change in Teacher Development: First-Year Teacher after Five Years
8. Changing Contexts and Expertise in Teaching: First Year Teacher after Seven Years
9. Getting in Touch: Dreaming, the Emotions, and the Work of Teaching
Part 4. Program Studies
10. Rethinking Portfolios: Case Records as Personal Teaching Texts for Study in Preservice Teacher Education
11. Exploring Personal Teaching Metaphors in Preservice Teacher Education
12. Teaching with a Peer: A Comparison of Two Models of Student Teaching
Afterword
References
Index
A propos de l’auteur
Robert V. Bullough Jr. is Professor of Teacher Education and Associate Director of the Center for the Improvement of Teacher Education and Schooling at Brigham Young University. His previous books include Stories of the Eight-Year Study: Reexamining Secondary Education in America (coauthored with Craig Kridel), also published by SUNY Press.
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