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Collective Improvisation in a Teacher Education Community

  • Book
  • © 2007

Overview

Editors:
  1. Linda Farr Darling

    1. Dept. Language & Literacy Education, University of British Columbia, Vancouver, Canada

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  2. Gaalen Erickson

    1. Dept. Language & Literacy Education, University of British Columbia, Vancouver, Canada

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    You can also search for this editor in PubMed   Google Scholar

  3. Anthony Clarke

    1. Dept. Language & Literacy Education, University of British Columbia, Vancouver, Canada

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  • Represents multiple viewpoints on what counts as reform in teacher education
  • Includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects
  • Unique as a "self-study" because it features ongoing deliberations about the evolution of a project and chronicles both successes and failures
  • One of the few books that looks at the self study of an entire teacher education programme rather than one course or instructor
  • Introduces the readers to the field of complexity theory as a theoretical lens for examining teacher education practices

Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 4)

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Table of contents (16 chapters)

  1. Front Matter

    Pages I-XVII
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  2. Stepping Lightly, Thinking Boldly, Learning Constantly: Community and Inquiry in Teacher Education

    1. Front Matter

      Pages 1-1
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    2. Stepping Lightly, Thinking Boldly, Learning Constantly: Community and Inquiry in Teacher Education

      • Linda Farr Darling, Gaalen Erickson, Anthony Clarke
      Pages 1-6

  4. Improvisations

    1. Front Matter

      Pages 65-65
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    2. In Open Spaces

      • Sylvia Kind
      Pages 67-74

    3. Practicing What We Preach: Helping Student Teachers Turn Theory into Practice

      • Rolf Ahrens
      Pages 75-86

    4. Social Studies Education in School

      • Dot Clouston, Lee Hunter, Steve Collins
      Pages 87-100

    5. Learning By Design: A Multimedia Mathematics Project In A Teacher Education Program

      • Jane Mitchell, Heather Kelleher, Carole Saundry
      Pages 101-118

    6. Teacher Educators Using Technology: Functional, Participative, and Generative Competencies

      • Anthony Clarke, Jane Mitchell
      Pages 119-136

    7. Virtually Aesthetic: The Cite Cohort’s Experience Of Online Learning

      • Anita Sinner, Linda Farr Darling
      Pages 137-153

    8. Learning to Teach Technology: the Journey of Two Beginning Teachers

      • Jennifer Sutcliffe, Sanyee Chen
      Pages 155-169

    9. Mid-Course Feedback on Faculty Teaching: a Pilot Project

      • Stephanie Springgay, Anthony Clarke
      Pages 171-184

    10. Portfolio as Practice: the Narratives of Emerging Teachers

      • Linda Farr Darling
      Pages 185-205

  5. Revisions

    1. Front Matter

      Pages 207-207
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    2. Complexity Science and The Cite Cohort

      • Anthony Clarke, Gaalen Erickson, Steve Collins, Anne Phelan
      Pages 209-225
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Keywords

About this book

As has been well illustrated in the other books in this series, the notion of self-study of teaching and teacher education practices has been taken up by teachers and teacher educators as they have searched for new ways of better understanding the complex work of teaching and learning. Self-study appears to be attractive to practitioners because a self-study approach to researching practice is largely driven by their questions, issues and concerns. Therefore, one immediate value of self-study is in the way it can inform and almost immediately influence practice. This book, edited by Linda Farr Darling, Gaalen Erickson, and Tony Clarke offers an in-depth investigation of the CITE program (A Community of Inquiry in Teacher Education) and is one of the few examples of that which might be described as an institutional self-study (Loughran, 2005). As such, the book illustrates the level of commitment and concern that these teacher educators have for their teacher education practices and forthe learning about teaching of their student teachers. They demonstrate that it is crucial to question the taken-for-granted and that in so doing, to be careful to seek to be appropriately responsive to disconfirming data.

Editors and Affiliations

  • Dept. Language & Literacy Education, University of British Columbia, Vancouver, Canada

    Linda Farr Darling, Gaalen Erickson, Anthony Clarke

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