| Description |
1 online resource (82 pages) |
| Series |
Critical Guides for Teacher Educators |
|
Critical guides for teacher educators.
|
| Contents |
Cover; Half-title; Title page; Copyright information; Table of contents; Foreword; About the series editor and author; Acknowledgements; Introduction; About this book; Who is it for?; Context and approach; Teacher dispositions; 1. A reflexive disposition; 2. Disposed towards being critical; 3. Disposed towards being creative; Content; Chapter 1 Developing educational practice; Education, not training: what's in a word?; Teaching is complex and has profound consequences; Pedagogic dispositions, practical knowledge and consciousness; Pedagogic dispositions and critical understanding |
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Pedagogic dispositions and beliefsStarting early; Is it selfish to want your practice to flourish?; Further reading; Chapter 2 Developing reflexive practitioners; Introduction; Reflecting on practice: what's the use?; The basics in supporting student teachers in reflection using Dewey's theory; Increasing the scope of reflection; Moving towards reflexivity using Dewey's theory; Supporting student teachers towards reflexivity using Bourdieu's theory; Developing reflexivity using 'field'; Developing reflexivity using 'habitus'; Changing field and habitus enlarges our 'space of possibles' |
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Further readingChapter 3 Developing critical practitioners; Introduction; Using Freire's theories of critical awareness to support student teachers; Some background on criticality in higher education; Reading and writing critically; Reading the word, self and classroom critically; Seven critical questions; 1. Am I thinking actively about what I read, or see in classroom life?; 2. Am I actually taking on board what the writer or classroom practitioner is saying or am I too busy with my own ideas?; 3. Do I understand the context of what I am reading or hearing? |
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4. Is the piece of writing/teaching sequence coherent? Does it make sense?5. How does it fit our own experience?; 6. Are other perspectives included?; 7. What are the writer's or practitioner's values? Are they explicit or implicit? ... ; Criticality is creative; Further reading; Chapter 4 Developing creative practitioners; Introduction; How is creativity conceptualised in education?; Starting with ourselves; Developing our own robust conceptions of creativity; Knowledge-rich creativity; Creativity as openness; Creativity as positive and constructive use of the moment |
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Challenges of creativity for the teacher educatorBeing secure in creative pedagogy; The paradox of innovation and autonomy; Further reading; Chapter 5 Developing the researching practitioner; Introduction; Recapping the dispositions; Reflexivity; Criticality; Creativity; What's the point?; Research for continuous development; The context of research; Research for learners and teachers; Research is good for pupils, schools and teachers; Research and autonomy; What is research?; Large-scale research; Medium-scale research; Research and knowledge; Research for knowledge generation |
| Summary |
Encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment |
| Notes |
The theory-practice-theory cycle |
|
Print version record |
| Subject |
Teachers -- Training of.
|
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EDUCATION -- Administration -- General.
|
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EDUCATION -- Organizations & Institutions.
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Teachers -- Training of
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| Form |
Electronic book
|
| Author |
Menter, Ian
|
| ISBN |
9781909682405 |
|
1909682403 |
|
9781909682399 |
|
190968239X |
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