Tensions in Teaching about Teaching: Understanding Practice by Amanda Berry

By Amanda Berry

This ebook captures the buzz – and the problems – of self-study of instructor schooling practices, putting it on the leading edge of methods to practitioner inquiry. It bargains perception into the connection among instructing approximately instructing and studying approximately educating that emerged during the author’s personal self-study undertaking. The ebook illustrates how tensions can act as a way for either analysing perform and articulating the pro wisdom that includes a pedagogy of instructor schooling.

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Extra resources for Tensions in Teaching about Teaching: Understanding Practice as a Teacher Educator (Self Study of Teaching and Teacher Education Practices)

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78). Through the study of his practice, Carson learnt to deal with his concerns about how to withdraw the authority of his considerable experience and instead use his experience to help prospective teachers to grow professionally through reflection on their own experiences. Grimmett’s (1997) experiences of learning to implement a pedagogy of inquiry reflect concerns similar to those of Carson. How do I step out of the role of presenting into the role of facilitating? How do I cast off the role of problem solving to engage in problem posing?

Through refinement, I established a final list of six. These include tensions experienced by teacher educators between: safety and challenge; action and intent; telling and growth; planning and being responsive; valuing and reconstructing experience; and, confidence and uncertainty. Each of these tensions will be elaborated in detail in the following chapter. My purpose here is to illustrate how the frame of tensions emerged through the research approach and, in this way, make explicit “the process of self-study” (Barnes, 1998), an important criterion for quality in self-study research (LaBoskey, 2004).

Managing this tension is made all the more difficult by prospective teachers’ strongly felt needs to be told ‘what works’ and by teacher educators’ needs to be seen as helpful, thereby fulfilling traditional and subconscious perceptions of their role as teacher. ” (Pope, 1999, p. 178) or “How can I wean [prospective teachers] . . ” (Adler, 1991, p. 77). Both the teacher educator’s role identity (Stets & Burke, 2000) and prospective teachers’ expectations of teacher educators’ behaviours as teachers can strongly reinforce the traditional ‘telling’ roles associated with teaching (Britzman, 1991).

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