A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices.
The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers’ learning, arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.
Table of Contents
1. Developing a Pedagogy of Teacher Education: What Does that Really Mean? Section 1: Teaching About Teaching 2.Being a Teacher Educator: A Focus on Pedagogy 3. Teaching: A Problematic Enterprise 4. Making the Tacit Explicit 5.A Shared Language: Conceptualising Knowledge for a Pedagogy of Teacher Education 6. Principles of Practice Section 2: Learning about Teaching 7. Being a Student of Teaching 8. From Student to Teacher: The Place of Effective Reflective Practice 9. Student Teacher as Researcher: Recognizing and Valuing the Development of Professional Knowledge 10. Learning Through Experience: Students of Teaching Researching their Own Practice 11. Teacher Education as a Beginning Not an End 12. Enacting a Pedagogy of Teacher Education
John Loughran is a senior member of the Faculty of education at Monash University as the Foundation Chair in Curriculum and Professional Practice. He has written and edited several books for Routledge, Teachers’ College Press and Kluwer.
This unusual and very important book explores exactly what its title and sub-title(“Understanding teaching and learning about teaching”) describe. That is: what do we mean by, and how can we approach, quality of learning, teaching and assessment when the learners are student teachers and (in some places) their teachers have no experience of or training in teaching or teacher education?
- British Journal of Educational Technology, Vol 38 No 2 2007