Action and Reflection in Teacher Education

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Gareth Rees Harvard, Phil Hodkinson
Greenwood Publishing Group, 1994 - Education - 274 pages
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Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions. This tension superficially replicates an old dichotomy between practice and theory. The contributors to this volume reflect on ideas and attempts to integrate theory and practice. Key questions and themes recur: the balance and relationship between work done in school on the job and work away from the workplace, such as in universities; teacher education as a partnership activity; and the need to critically examine the institutional, cultural, and historical context in which they work.

 

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Contents

Perspectives on Teacher Education
1
Conceptions of Reflective Practice in Teaching and Teacher Education
15
Experiential Learning in the Context of Teacher Education
35
CompetenceBased Learning in Teacher Education
55
The Acquisition and Use of Educational Theory By Beginning Teachers
69
Student Teachers Access to the Practical 89 Classroom Knowledge of Experienced Teachers
89
The Acquisition of Professional Activity in Teaching
105
An Integrated Model of How Student Teachers Learn How To Teach And Its Implications For Mentors
125
Teacher Education through Collaborative SchoolBased Curriculum Evaluation
175
Uses of Experience in Postcompulsory Teacher Education
195
Teacher Training For English Language Teachers
213
Subject Study in Teacher Education
229
Future Directions in Teacher Education
247
Author Index
265
Subject Index
271
Copyright

Working in Classrooms With Teachers
159

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rvard /f Gareth /i Rees

kinson /f Phil

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