This book captures the excitement and difficulties of self-study of teacher education practices and places it at the forefront of approaches to practitioner inquiry. It explores the pedagogical relationship between prospective teachers and the teacher educator.

The nature of the knowledge of teacher education practice that is developed from the study is conceptualized as a series of tensions that influence teacher educators' learning about their practice. The book illustrates how the notion of tensions can act as an important means for both analyzing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.

Klappentext

This book captures the excitement - and the difficulties - of self-study of teacher education practices, placing it at the forefront of approaches to practitioner inquiry. It offers insight into the relationship between teaching about teaching and learning about teaching that emerged through the author's own self-study project. The book illustrates how tensions can act as a means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.

Zusammenfassung
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.

Inhalt
Contexts Of The Study.- Beginning To Research My Practice.- Teacher Educators Studying Their Work.- Developing A Research Approach.- Tensions as a Framework for Learning About Practice in Teacher Education.- Exploring The Tensions Of Practice.- Telling and Growth.- Confidence and Uncertainty.- Action and Intent.- Safety and Challenge.- Planning and Being Responsive.- Valuing and Reconstructing Experience.- Revisiting and Summarising The Tensions.- Learning From Teaching About Teaching.- Becoming a Teacher Educator.