Teachers and Teaching: From Classroom to Reflection

Teachers and Teaching: From Classroom to Reflection

Teachers and Teaching: From Classroom to Reflection

Teachers and Teaching: From Classroom to Reflection

Synopsis

"The twelve chapters in this book, each written by a prominent education researcher, represent recent developments in teacher education in the UK, USA, Canada and Australia. The collection develops important new meanings for 'reflection' in the context of teaching and teacher education, and special attention is given to 'reflection-into-action' as developed in the work of Donald Schon. Other areas dealt with include case studies, narrative and action research. Each contributor has extensive experience of teacher education that strives to empower individual teachers to take charge of their own professional development." Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Excerpt

Hugh Munby and Tom Russell

The work collected in this book is intended to recognize the place of professional practice itself in the realm of research on teaching. Practice, we believe, precedes research just as practice is the realm in which we think efforts to improve research are most likely to be successful. As with other types of professional practice, teaching has not been accorded the status some believe it deserves, yet the status cannot be raised simply by assertion. The contributors to this book respect and take seriously the work of teachers and the challenges of teaching. The chapters in this volume speak clearly to the fact that teaching can be taken seriously, in schools and in programs of teacher education. To take teaching seriously is, at least in part, to seek new ways of bringing together the practice of teaching and research on teaching.

The Return of Research to Teaching Itself

The title of this collection, Teachers and Teaching: From Classroom to Reflection, signals our growing understanding of a shift in research on teaching, teachers, and teacher education. We joined the ranks of these researchers some twenty years ago when the process-product model had achieved prominence. For us, it has been important to understand that the process-product model for research on teaching embodied assumptions about two very different spheres of professional activity: research and teacher education. For research to be valid and publishable, it seemed that it had somehow to mirror the 'scientific' paradigm. The research assumption spilled into a conception of teacher education: the professional preparation of teachers implicitly became viewed as an enterprise in which beginning teachers were told authoritatively how they should teach. The occasional indication of problems with this research assumption (Russell, 1980) was unlikely to turn the tide.

Of course, the view that one can learn to teach by being told was not a novelty brought to teacher education by the process-product model. Yet the

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