Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher

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SUNY Press, 2008 M02 7 - 264 pages
Relying 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.
 

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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

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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.

About the author (2008)

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.

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