Counternarratives: Studies of Teacher Education and Becoming and Being a TeacherRelying on local, self, and historical studies, the author argues for better—not best—practices in teaching and teacher education. Representing more than two decades of Robert V. Bullough Jr.’s research into the problems of teaching and teacher education, this book presents a set of guiding principles that hold promise for achieving increasingly powerful teacher education. Robert V. Bullough Jr. is Professor of Teacher Education and Associate Director of the Center for the Improvement of Teacher Education and Schooling at Brigham Young University. His previous books include Stories of the Eight-Year Study: Reexamining Secondary Education in America (coauthored with Craig Kridel), also published by SUNY Press. |
What people are saying - Write a review
We haven't found any reviews in the usual places.
Contents
P A R T 2 Studies of Becoming and Being a Teacher Educator | 49 |
P A R T 3 Studies of Becoming and Being a Teacher | 103 |
P A R T 4 Program Studies | 175 |
Afterword | 227 |
| 233 | |
| 251 | |
Other editions - View all
Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher Robert V. Bullough No preview available - 2008 |
Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher Robert V. Bullough Jr. No preview available - 2008 |
Common terms and phrases
academic academic majors action research affinity groups argued Ashton assignment Atwell’s Barbara become beginning teachers Bullough cation CFAs challenge Chapter child classroom colleges Commission on Teacher communities of practice concern context cooperating teachers curriculum dent discussion dreams Emma emotions engage evaluation experience expertise feel felt First-Year Teacher focus grade ibid iden identify identity identity formation important institutional interns interview involved issues Jerriann Kenny Kerrie Kerrie’s kids kind learning to teach meeting mentor metaphor Mountain Junior High normal school noted one’s Parker Palmer participation partnership planning practice preservice problems profes professional questions reading Rebbie recognized reflection reform relationship responsibility Rocky Mountain Junior role seminar sense shared social student teachers Sweetpea taught teacher development teacher education teaching and teacher tenure-track faculty things thought tion understanding wanted writing year’s
Popular passages
Page 4 - If to do were as easy as to know what were good to do, chapels had been churches, and poor men's cottages princes' palaces. It is a good divine that follows his own instructions: I can easier teach twenty what were good to be done, than be one of the twenty to follow mine own teaching.
Page 9 - There is nothing, Sir, too little for so little a creature as man. It is by studying little things that we attain the great art of having as little misery and as much happiness as possible'.
Page 18 - ... subject to pupils at different stages, adapting the instruction to their different ages and capacities, watching their development, and leading them on with due regard to individual differences through four or five years of continuous progress, .gives an inexhaustible interest to the teacher's function. To master one subject so as to be able to give both elementary and advanced instruction in it is for the teacher himself a deep source of intellectual enthusiasm and growth. Real scholarship becomes...
Page 16 - The teacher preparation curriculum is weighted heavily with courses in "educational methods" at the expense of courses in subjects to be taught.
Bibliographic information
| Title | Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher SUNY series, Teacher Preparation and Development |
| Author | Robert V. Bullough Jr. |
| Publisher | SUNY Press, 2008 |
| ISBN | 0791478939, 9780791478936 |
| Length | 264 pages |
| Subjects | › Education / General |
| Export Citation | BiBTeX EndNote RefMan |