Collective Improvisation in a Teacher Education Community

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Linda Farr Darling, Gaalen Erickson, Anthony Clarke
Springer Science & Business Media, Jun 4, 2007 - Education - 254 pages
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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 for the 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.
 

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Contents

Stepping Lightly Thinking Boldly Learning Constantly Community and Inquiry in Teacher Education
1
2 Considering a community of inquiry in 1997
2
3 Considering the story of CITE in 2006
3
VISIONS
7
Looking Back on the Construction
9
2 From principles to practices
12
3 CITE takes shape
16
4 Our report card
17
4 Transfer to other contexts
113
5 Conclusion
117
Teacher Educators Using Technology Functional Participative and Generative Competencies
119
A context for exploring teacher educators using technology
120
Two narratives
122
5 Rethinking the use of technology in CITE
129
6 Concluding word
134
Virtually Aesthetic The CITE Cohorts Experience of Online Learning
137

5 Perennial tensions
18
6 Conclusion
22
Learning in Synchrony
25
Campus cohorts and the classroom
27
Navigating as a faculty theory and practice
29
Connecting theory and practice
36
5 A hiatus and a new view
37
Seeing the Complexity of the Practicum
39
2 Elements of complexity thinking
40
3 Ongoing complexity
48
Enjoying Their Own margins Narratives of Innovation and Inquiry in Teacher Education
50
2 Practices of reform
52
3 A narrative of innovation
54
4 A narrative of inquiry
58
5 Closing by way of return
61
IMPROVISATIONS
64
In Open Spaces
65
2 With open minds
69
4 With open eyes
70
5 With open ears
71
7 Leaving traces
72
Practicing What We Preach Helping Student Teachers Turn Theory into Practice
75
2 Changes in order to increase student teacher involvement
76
3 The major focus
77
4 Summary comments
85
Social Studies Education in School
87
Establishing community
88
3 Establishing a community on campus
89
4 Social studies methods at the university
92
5 Conclusion
99
Learning by Design A Multimedia Mathematics Project in a Teacher Education Program
101
2 Multimedia design and technology integration
102
3 The case study
105
2 Methods
138
3 Analysis of the CITE cohort experience of virtual learning
139
4 Insights for educational practice
152
Learning to Teach Technology The Journey of Two Beginning Teachers
155
2 Planning the DLT program
156
3 A teaching model
157
4 Implementing the DLT program
159
5 Other DLT activities for the term
163
6 Reflections on our experiences teaching the DLT component in CITE
165
MidCourse Feedback on Faculty Teaching A Pilot Project
170
3 The study
172
4 Conclusion
183
Portfolio as Practice The Narratives of Emerging Teachers
185
Portfolio construction as a practice
187
The practice of twelve preservice teachers talking about their portfolios
191
Refining portfolios in teacher education
200
5 A few concluding remarks
204
REVISIONS
206
Complexity Science and the CITE Cohort
207
2 Cohorts in teacher education
210
3 Complexity science
211
4 A reading of CITE as a complex system
219
5 Concluding commentary
223
The Filter of Laws Teacher Education and the British Columbia College of Teachers Teaching Standards
227
2 Teaching standards in British Columbia
229
3 Community and inquiry in teacher education
232
4 Selfstudy in teacher education
234
5 Emerging themes
235
6 Teaching standards as hypothesis
243
7 Conclusion
245
Contributors
247
Index
251
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