Tensions in Teaching about Teaching

1. Front Matter

   Pages I-XIX

   PDF

2. Contexts Of The Study

   1. Front Matter

      Pages 1-1

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   2. Beginning To Research My Practice

      • Amanda Berry

      Pages 1-6

   3. Teacher Educators Studying Their Work

      • Amanda Berry

      Pages 7-20

   4. Developing A Research Approach

      • Amanda Berry

      Pages 21-30

   5. Tensions as a Framework for Learning About Practice in Teacher Education

      • Amanda Berry

      Pages 31-43

3. Exploring The Tensions Of Practice

   1. Front Matter

      Pages 45-45

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   2. Telling and Growth

      • Amanda Berry

      Pages 45-61

   3. Confidence and Uncertainty

      • Amanda Berry

      Pages 63-80

   4. Action and Intent

      • Amanda Berry

      Pages 81-95

   5. Safety and Challenge

      • Amanda Berry

      Pages 97-110

   6. Planning and Being Responsive

      • Amanda Berry

      Pages 111-124

   7. Valuing and Reconstructing Experience

      • Amanda Berry

      Pages 125-138

   8. Revisiting and Summarising The Tensions

      • Amanda Berry

      Pages 139-151

4. Learning From Teaching About Teaching

   1. Front Matter

      Pages 152-152

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   2. Becoming a Teacher Educator

      • Amanda Berry

      Pages 153-167

5. Back Matter

   Pages 169-184

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This series in Teacher Education: Self-study of Teacher Education Practices (S-STEP) has been created in order to offer clear and strong examples of self-study of teaching and teacher education practices. It explicitly values the work of teachers and teacher educators and through the research of their practice, offers insights into new ways of encouraging educational change. The series is designed to complement the Inter- tional Handbook of Self-study of Teaching and Teacher Education practices (Loughran, Hamilton, LaBoskey, & Russell, 2004) and as such, helps to further define this important field of teaching and research. Self-study of teaching and teacher education practices has become an important ‘way in’to better understanding the complex world of teaching and learning about teaching. The questions, issues and concerns, of teacher educators in and of their own practice are dramatically different to those raised by observers of the field. Hence, self-study can be seen as an invitation to teacher educators to more meani- fully link research and practice in ways that matter for their pedagogy and, as a consequence, their students’learning about pedagogy.

• Practitioner Inquiry
• Reflection
• Self-study
• education
• teacher education
• teacher learning

From the reviews

“In this book, Amanda Berry offers a comprehensive self-study about her practices as a Biology teacher educator. It offers a clear grasp of the issues and ideas underpinning a pedagogy of teacher education in practice. Framed in terms of teaching tensions based on Berry's analysis of her data, this book is is not only interesting and insightful but also offers a model for the direction of self-study. This is an outstanding piece of work that will be of considerable interest and value to other teacher education scholars.” - Ken Zeichner, Hoefs-Bascom Professor of Teacher Education, University of Wisconsin-Madison

• Monash University, Australia

  Amanda Berry

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