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Developing a pedagogy of teacher education : understanding teaching
and learning about teaching
John Loughran
London ; New York : Routledge, 2006
ISBN: 0415367301
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Book description
Developing a Pedagogy of Teacher Education demonstrates
how teacher educators genuinely need to understand that a pedagogy of
teacher education must go way beyond the transmission of information about
teaching. The book purposefully portrays and explores the complex nature of
teaching and learning about teaching and illustrates how important teacher
educators' professional knowledge is and how that knowledge must impact
teacher education practices.
The book comprises two main sections. Section one is concerned with the
notion of teaching about teaching and highlights important aspects of the
knowledge and skills about practice that require teacher educators to be
more than just good teachers. Loughran shows that the distinction between
teaching student-teachers and teaching them about teaching is crucial.
Teacher educators, he says, must unpack for student-teachers the pedagogical
expertise that allows practice to push beyond the technical-rational, or
tips-and-tricks approach, to teaching about teaching in a way that displays
the appropriate attitudes, knowledge and skills of teaching itself.
Section two focuses on learning about teaching drawing attention to how
student-teachers must recognize and respond to two competing agenda as they
learn about teaching. Student teachers need to not only concentrate on
learning what is being taught but also the way in which that teaching is
conducted. These two competing agenda demand that teacher educators respond
appropriately in the way they teach about teaching so that both agenda are
simultaneously be addressed.
This is a challenging but exciting book that overtly values teaching about
teaching and pushes the knowledge of practice in teacher education in such a
way as to enhance the valuing of teacher educators knowledge, skills and
ability in shaping the learning about teaching that they attempt to create
for their student teachers.
About the author
John Loughran is a Professor in the Faculty of education at Monash
University. Professor Loughran was the Director of Teacher
Education at Monash for 5 years. He has spent considerable time
researching learning to teach and has been invited to work with teachers
and researchers across Australia and internationally in Hong Kong,
Sweden, U.K., U.S.A., Canada, Belgium, and New Zealand.
Professor Loughran is the co-editor (with Tom Russell) of Studying
teacher education and is a member of a number of editorial boards
(Research in Science Education; International Journal of Reflective
Practice; and, Asia Pacific Forum on Science Learning and Teaching). He
is also the Chair of the Self-Study of Teacher Education Practices SIG
in the American Educational Research Association.
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