Collective Improvisation in a Teacher Education Community

1. Front Matter

   Pages I-XVII

   PDF

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

   1. Front Matter

      Pages 1-1

      PDF

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

      • Linda Farr Darling, Gaalen Erickson, Anthony Clarke

      Pages 1-6

3. Visions

   1. Front Matter

      Pages 7-7

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   2. Looking Back on the Construction of a Community of Inquiry

      • Linda Farr Darling

      Pages 9-24

   3. Learning in Synchrony

      • Pamela Essex

      Pages 25-38

   4. Seeing the Complexity of the Practicum

      • Steve Collins

      Pages 39-49

   5. Enjoying Their Own Margins: Narratives of Innovation and Inquiry in Teacher Education

      • Anne M. Phelan

      Pages 51-63

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

      PDF

   2. Complexity Science and The Cite Cohort

      • Anthony Clarke, Gaalen Erickson, Steve Collins, Anne Phelan

      Pages 209-225

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.

• CITE
• Open Space
• collective improvisation
• education
• learning
• multimedia
• self study
• teacher education
• learning and instruction

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

  Linda Farr Darling, Gaalen Erickson, Anthony Clarke

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