Counternarratives: Studies of Teacher Education and Becoming and Being a TeacherRepresenting 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. |
From inside the book
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Page 2
... thought best achieved through mandated standards , punitive accountability measures , and expanded compe- tition without regard for human variability . Emerging federal funding priori- ties and practices certainly support this ...
... thought best achieved through mandated standards , punitive accountability measures , and expanded compe- tition without regard for human variability . Emerging federal funding priori- ties and practices certainly support this ...
Page 6
... thought ought to command the interest of educators. Where foundations courses existed, they were separated from methods classes. The values of individualism dominated: “They come through their preparation as indi- viduals [and are] ...
... thought ought to command the interest of educators. Where foundations courses existed, they were separated from methods classes. The values of individualism dominated: “They come through their preparation as indi- viduals [and are] ...
Page 8
... thought about teaching. Only later would I realize that others were working along similar lines. The results of this work eventually were brought together in a single volume, Becoming a Student of Teaching: Methodolo- gies for Exploring ...
... thought about teaching. Only later would I realize that others were working along similar lines. The results of this work eventually were brought together in a single volume, Becoming a Student of Teaching: Methodolo- gies for Exploring ...
Page 15
... thought about the knowledge base of teaching. In the article Shulman argued for the value of pedagogical content knowledge as the foundation of teacher education: “Pedagogical content knowledge is of special interest because it ...
... thought about the knowledge base of teaching. In the article Shulman argued for the value of pedagogical content knowledge as the foundation of teacher education: “Pedagogical content knowledge is of special interest because it ...
Page 23
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Contents
1 | |
13 | |
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 |
Other editions - View all
Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher Robert V. Bullough No preview available - 2008 |
Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher Robert V. Bullough Jr. No preview available - 2008 |
Common terms and phrases
academic academic majors action research affinity groups analysis argued Ashton assignment Barbara beginning teachers Bullough cation CFAs challenge Chapter child classroom Commission on Teacher communities of practice concern context cooperating teachers curriculum dent dreams educa Emma emotions engage evaluation experience expertise Falmer feel felt First-Year Teacher Goodlad grade Hugh Nibley ibid identify identity important institutional interaction interns interview involved issues Jerriann Kenny Kerrie Kerrie's kids kind learning to teach meeting mentor metaphor Mountain Junior High normal schools noted one’s Parker Palmer participation planning position practice problems profes professional questions reading Rebbie recognized reflection reform relationship responsibility Rocky Mountain Junior role seminar sense shared social student teachers Sweetpea taught teacher development teacher education teacher induction Teachers College Teaching & Teacher teaching and teacher thought tion understanding wanted writing Zeichner
Popular passages
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.