Bøger i Self-Study of Teaching and Teacher Education Practices serien

Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum;

It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project.

Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum;

Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project.

This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study.

The purpose of this book is to highlight the work of teacher educators in the field of rural education. This book problematises notions of rural or rurality which is often considered via a deficit or a generalised model where a stereotype of one kind of rural is outlined.

Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development.

This book captures the excitement and difficulties of self-study of teacher education practices and places it at the forefront of approaches to practitioner inquiry. It presents the issues and ideas underpinning a pedagogy of teacher education in practice.

In this book, a teacher educator examines her practice as a way of learning about teaching as well as challenging teacher education.

This book describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It presents research on 15 different teacher education programs and describes individual renewal efforts.