Teaching about Teaching: Purpose, Passion, and Pedagogy in Teacher Education

Teaching about Teaching: Purpose, Passion, and Pedagogy in Teacher Education

Teaching about Teaching: Purpose, Passion, and Pedagogy in Teacher Education

Teaching about Teaching: Purpose, Passion, and Pedagogy in Teacher Education

Synopsis

Teaching about Teachingclearly demonstrates how teaching about teaching knowledge (pedagogy) is a cornerstone in the development of quality teacher education and how this knowledge must be articulated throughout the teaching profession.

Excerpt

In these times, it is much in vogue to speak of silenced voices. The reference is typically to the voices of teachers, women, children, or members of minority groups. It also applies to the voices of teacher educators. We hear the voices of university researchers, of law makers, and of policy analysts, speaking about what teacher educators do or fail to do, but we do not often hear the voices of teacher educators themselves. This book begins the remedy for lopsided talk about teacher education.

In the chapters that follow, you will ‘hear’ teacher educators discussing their own work. They describe their aspirations for the teachers they teach, their methods for realizing these aspirations, the concepts and theories that ground these methods, and the tribulations and triumphs encountered in the course of their work. These are remarkable essays, for they are at once intellectually engaging and refreshingly personal. This duality of thoughtful abstraction and personal experience permits the reader who has taught teachers to both identify with and learn from the authors. These chapters can be read for profit and for pleasure, a treat too often absent from academic literature.

When the editors asked if I would prepare some prefatory material for this book, I agreed not so much because I have a high opinion of forewords (I do not), but because I wanted to read these writers as quickly as I could lay my hands upon their work. I know most of them, professionally if not personally, and I anticipated with pleasure the receipt of their manuscripts. Not only was I not disappointed in what I read, I was delighted with what I learned for my own teaching. The manuscripts arrived just as I was putting together a foundations course for secondary level teacher education students. The course I designed is different from the ones taught previously because of the work contained here.

Having said that, I know I should tell you how it is different, but I will not. At least, not yet. You see, like so many teachers I know, I am more comfortable talking to you about my efforts after I have tried them. They do not have to succeed; they simply have to be—to get a life, if you will—before I will talk much about them. The reason for my stance becomes evident as one reads these chapters. We learn by doing and by reflecting on what we are doing. In some ways, we may be said not to know what we are doing until we have done it. As we engage in an activity, it becomes increasingly clear to us what we are about, providing we do not go about it naively or thoughtlessly. Thus I will refrain from telling you what I am trying to do, because I am not yet sure just what it is.

After it is underway or nearly finished, when I am clear enough about it to

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