Counternarratives: Studies of Teacher Education and Becoming and Being a TeacherState University of New York Press, 2008 M02 7 - 264 pages 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. |
Contents
| 1 | |
P A R T 1 Historical Studies | 13 |
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 analysis argued Ashton assignment Barbara beginning teachers Bullough cation CFAs challenge Chapter child classroom Commission on Teacher communities of practice concern context cooperating teachers curriculum dent dreams educa Emma emotions engage evaluation experience expertise Falmer feel felt First-Year Teacher Goodlad grade Hugh Nibley ibid identify identity important institutional interaction interns interview involved issues Jerriann Kenny Kerrie Kerrie's kids kind learning to teach meeting mentor metaphor Mountain Junior High normal schools noted one’s Parker Palmer participation planning position practice 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 teacher induction Teachers College Teaching & Teacher teaching and teacher thought tion understanding wanted writing Zeichner
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.