Teacher Learning and Development: The Mirror Maze - Self-Study of Teaching and Teacher Education Practices 3 (Paperback)
  • Teacher Learning and Development: The Mirror Maze - Self-Study of Teaching and Teacher Education Practices 3 (Paperback)
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Teacher Learning and Development: The Mirror Maze - Self-Study of Teaching and Teacher Education Practices 3 (Paperback)

(editor)
£54.99
Paperback 274 Pages / Published: 14/07/2008
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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.

Publisher: Springer-Verlag New York Inc.
ISBN: 9781402046230
Number of pages: 274
Weight: 910 g
Dimensions: 235 x 155 x 15 mm
Edition: 2006 ed.


MEDIA REVIEWS

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)

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