Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher

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SUNY Press, Feb 7, 2008 - Education - 264 pages
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.

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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Contents

P A R T 2 Studies of Becoming and Being a Teacher Educator
49
P A R T 3 Studies of Becoming and Being a Teacher
103
P A R T 4 Program Studies
175
Afterword
227
References
233
Index
251
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Page 4 - If to do were as easy as to know what were good to do, chapels had been churches, and poor men's cottages princes' palaces. It is a good divine that follows his own instructions: I can easier teach twenty what were good to be done, than be one of the twenty to follow mine own teaching.
Page 9 - There is nothing, Sir, too little for so little a creature as man. It is by studying little things that we attain the great art of having as little misery and as much happiness as possible'.
Page 105 - Nature, been, that there should not be any thing without it's mixture, and as it were seasoning of Folly. For since according to the definition of the Stoicks, Wisdom is nothing else than to be govern'd by reason; and on the contrary Folly, to be giv'n up to the will of our Passions; that the life of man might not be altogether disconsolate and hard to away with, of how much more Passion than Reason has Jupiter compos'd us? putting in, as one would say, 'scarce half an ounce to a pound.
Page 18 - ... subject to pupils at different stages, adapting the instruction to their different ages and capacities, watching their development, and leading them on with due regard to individual differences through four or five years of continuous progress, .gives an inexhaustible interest to the teacher's function. To master one subject so as to be able to give both elementary and advanced instruction in it is for the teacher himself a deep source of intellectual enthusiasm and growth. Real scholarship becomes...
Page 227 - For the things we have to learn before we can do them, we learn by doing them, eg men become builders by building and lyre-players by playing the lyre; so too we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.
Page 194 - Johnson (1980) noted that people: . . . seek out personal metaphors to highlight and make coherent our own pasts, our present activities, and our dreams, hopes, and goals as well. A large part of self-understanding in the search for appropriate personal metaphors that make sense of our lives, (pp.
Page 135 - ... engage in their performance in a qualitatively different way than does the novice or the competent performer, like the race-car driver who talks of becoming one with her machine or the science teacher who reports that the lesson just moved along so beautifully today that he never really had to teach. The experts are not consciously choosing what to attend to and what to do. They are acting effortlessly, fluidly, and in a sense this is arational, because it is not easily described as deductive...
Page 30 - The new task confronting teacher education is, in part, the breaking down of the control of tradition and outworn practices and, in part, the building up of new concepts of education and a creative approach to the problems of teaching.
Page 52 - As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.
Page 16 - The teacher preparation curriculum is weighted heavily with courses in "educational methods" at the expense of courses in subjects to be taught.

About the author (2008)

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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