By Amanda Berry
This publication captures the thrill – and the problems – of self-study of instructor schooling practices, putting it on the vanguard of ways to practitioner inquiry. It bargains perception into the connection among educating approximately educating and studying approximately instructing that emerged throughout the author’s personal self-study venture. The booklet illustrates how tensions can act as a method for either analysing perform and articulating the pro wisdom that includes a pedagogy of instructor schooling.
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Extra resources for Tensions in Teaching about Teaching: Understanding Practice as a Teacher Educator (Self Study of Teaching and Teacher Education Practices)
LEARNING ABOUT PRACTICE IN TEACHER EDUCATION 33 Planning and being responsive • between planning for learning and responding to learning opportunities as they arise in practice. Telling and Growth The first area of tension is embedded in teacher educators’ learning how to balance their desires to tell prospective teachers what they know about teaching, with an understanding of the importance of providing opportunities for prospective teachers to learn about teaching, for themselves. The tension exists between informing and creating opportunities to reflect and self-direct, and between acknowledging prospective teachers’ needs and concerns and challenging them to grow.
For others, it may mean learning to articulate a philosophy of practice through investigating practice (see Nicol, 1997a). More experienced teacher educators may be prompted to explore the coherence between philosophy and practice to uncover possible discrepancies between espoused beliefs and the realities of practice (see Grimmett, 1997; Tidwell, 2002; Aubusson, 2006; Crowe & Berry, 2007). In a related study, Conle (1999) identified her need to become more informed about aspects of her teaching practice that may have been otherwise hidden from her view: “I undertook to study my teaching not because I saw particular problems (I did see several), but in order to discover if there were problems I did not see” (p.
803). The desire to investigate practice can also be linked to a personal need to ensure that one’s teaching practice is congruent with expectations for prospective teachers’ developing practice. For example, although not explicitly identified as self-study, Lampert identified the importance for her colleague, Heaton, of aligning her practice as a teacher educator more closely with her expectations for her students’ practice as teachers. Lampert observed: “the pedagogy of mathematics TEACHER EDUCATORS STUDYING THEIR WORK 17 she [Heaton] wanted to teach teachers differed from her own practice of teaching mathematics.