Teacher Learning and Development

1. Front Matter

   Pages i-xxvii

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2. Learning with Others: Sharing the Journey

   1. Front Matter

      Pages 13-13

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   2. Two Steps Forward, One Step Back: School–University Partnerships

      • Laurie Brady

      Pages 15-32

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   3. Exploring Unanticipated Pathways: Teachers and Researchers Learning about Their Practices Through Classroom-based Research

      • Kimberley Pressick-Kilborn, Janette Griffin, Leigh Weiss

      Pages 33-51

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   4. Working with Gandalf: Professional and Personal Learning in a Doctoral Student – Supervisor Relationship

      • Leonie Seaton, Sandy Schuck

      Pages 53-66

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   5. Sharing My Teaching Journal with My Students: Learning from Each Others' Reflections

      • Deborah J. Trumbull

      Pages 67-82

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   6. Educational Partnerships and the Challenge of Educational Reform

      • Tom Russell

      Pages 83-95

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3. Dilemmas and Challenges: Finding a Way Through

   1. Front Matter

      Pages 97-97

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   2. Columbus and Crew: Making Analogical Reflection Public

      • Peter Aubusson

      Pages 99-115

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   3. Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms

      • Jennifer Stephenson

      Pages 117-130

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   4. Splashing in Puddles? What my Teaching and Research Tell Me About My Teaching and Research

      • John Buchanan

      Pages 131-144

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   5. Learning about Learning and Teaching: “You don’t learn in there, you play”

      • Janette Griffin

      Pages 145-161

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   6. Challenges, Dilemmas, and Future Directions in Teaching about Teaching

      • John Loughran

      Pages 163-175

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4. Processes of Self-study of Teacher Education Practice: Ways of Seeing Ourselves

   1. Front Matter

      Pages 177-177

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   2. My Professional Self: Two books, a person and my bedside table

      • Susan Groundwater-Smith

      Pages 179-193

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   3. Self-study, Teacher-Researcher, and Action Research: Three Sides of a Coin?

      • Peter Aubusson, Robyn Gregson

      Pages 195-208

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   4. Evaluating and Enhancing My Teaching: What Counts as Evidence?

      • Sandy Schuck

      Pages 209-220

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   5. I Wrote a Novel About My Teaching Life – So What?

      • Peter de Vries

      Pages 221-236

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   6. Using Diagrams as Reflective Tools to Represent the Dynamics of Classroom Interactions

      • Garry Hoban, Gwyn Brickell

      Pages 237-250

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   7. The Fragile Strengths of Self-Study: Making Bold Claims and Clear Connections

      • Vicki Kubler LaBoskey

      Pages 251-262

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This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents’learning and teacher and teacher educators’understanding of practice.

• education
• professional learning
• teacher education
• teacher education practice
• teacher learning
• learning and instruction

From the reviews:

“This edited book provides the reader with a wealth of expert writing from teachers, academics … . The fascination of the collection is its illustration of the interweaving influences of experience, reflection and practitioner research on teacher learning. … The book will thus appeal to teachers making sense of their own experiences and endeavours to enhance learning opportunities and improve students’ learning outcomes. It will be of particular value to those with responsibility for CPD and those embarking on reflective practice or practitioner research.” (Rachel Lofthouse, Learning and Teaching Update, Issue 15, June, 2008)

• University of Technology, Australia

  Peter Aubusson, Sandy Schuck

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