Practical Theorising in Teacher Education
Holding Theory and Practice Together
Herausgeber: Burn, Katharine; Thompson, Ian; Mutton, Trevor
Practical Theorising in Teacher Education
Holding Theory and Practice Together
Herausgeber: Burn, Katharine; Thompson, Ian; Mutton, Trevor
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This collection offers a timely contribution to the body of research on practical theorising in teacher education. Acknowledging the importance of experience and reflective practice in teaching, this book embraces the essential need for teachers at all career stages to engage effectively and critically with evidence from research.
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This collection offers a timely contribution to the body of research on practical theorising in teacher education. Acknowledging the importance of experience and reflective practice in teaching, this book embraces the essential need for teachers at all career stages to engage effectively and critically with evidence from research.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 252
- Erscheinungstermin: 28. Juli 2022
- Englisch
- Abmessung: 234mm x 156mm x 16mm
- Gewicht: 553g
- ISBN-13: 9781032025674
- ISBN-10: 1032025670
- Artikelnr.: 63657180
- Verlag: CRC Press
- Seitenzahl: 252
- Erscheinungstermin: 28. Juli 2022
- Englisch
- Abmessung: 234mm x 156mm x 16mm
- Gewicht: 553g
- ISBN-13: 9781032025674
- ISBN-10: 1032025670
- Artikelnr.: 63657180
Katharine Burn is an Associate Professor of Education at the University of Oxford and PGCE Course Director; she also coordinates the work of the Oxford Education Deanery, supporting local teachers' initial and continued professional learning through research engagement and collaboration. She is Honorary Secretary of the Historical Association and co-editor of the professional journal Teaching History. Trevor Mutton is an Associate Professor of Education at the University of Oxford and is Director of Graduate Studies. He is currently vice-chair of the University Council for the Education of Teachers and Deputy Editor of the Journal of Education for Teaching. Ian Thompson is an Associate Professor of Education at the University of Oxford. He is currently Deputy President of the International Society for Cultural-historical Activity Research and co-editor of the journal Teaching Education.
Introduction, Section 1. The nature of practical theorising, 1. The role of
practical theorising in teacher education: formulation, critique and
response to the challenges, 2. An international perspective on practical
theorising, Section 2. Negotiating the challenges of practical theorising
for beginning teachers, 3. Practical theorising in learning to teach
history: a shifting process of negotiation, 4. Practical theorising in a
changing context: enabling beginning science teachers to negotiate
different expectations in the reality of schools, 5. Developing teacher
agency in drawing on research and reflection when teaching students to
produce written responses to text, 6. Prospective teachers' ways of
addressing challenges in teaching reasoning-and-proving, 7. Theorising
practices of inclusive pedagogy: a challenge for Initial teacher education,
Section 3. Tools to support practical theorising, 8. Tools for promoting
practical theorising in mathematics, 9. Supporting student teachers'
practical theorising via written assignments, 10. The role of assessment in
supporting beginning teachers 'practical theorising' and pedagogical
learning in geography education, 11. Developing the practice of teacher
educators: the role of practical theorising, Section 4. Practical
theorising beyond initial teacher education, 12. Sustaining practical
theorising as the basis for professional learning and school development,
13. Practical theorising in the professional development of primary
teachers: outcomes of the 'Thinking, Doing, Talking Science' project, 14.
Curriculum: practical theorising in the absence of theory
practical theorising in teacher education: formulation, critique and
response to the challenges, 2. An international perspective on practical
theorising, Section 2. Negotiating the challenges of practical theorising
for beginning teachers, 3. Practical theorising in learning to teach
history: a shifting process of negotiation, 4. Practical theorising in a
changing context: enabling beginning science teachers to negotiate
different expectations in the reality of schools, 5. Developing teacher
agency in drawing on research and reflection when teaching students to
produce written responses to text, 6. Prospective teachers' ways of
addressing challenges in teaching reasoning-and-proving, 7. Theorising
practices of inclusive pedagogy: a challenge for Initial teacher education,
Section 3. Tools to support practical theorising, 8. Tools for promoting
practical theorising in mathematics, 9. Supporting student teachers'
practical theorising via written assignments, 10. The role of assessment in
supporting beginning teachers 'practical theorising' and pedagogical
learning in geography education, 11. Developing the practice of teacher
educators: the role of practical theorising, Section 4. Practical
theorising beyond initial teacher education, 12. Sustaining practical
theorising as the basis for professional learning and school development,
13. Practical theorising in the professional development of primary
teachers: outcomes of the 'Thinking, Doing, Talking Science' project, 14.
Curriculum: practical theorising in the absence of theory
Introduction, Section 1. The nature of practical theorising, 1. The role of
practical theorising in teacher education: formulation, critique and
response to the challenges, 2. An international perspective on practical
theorising, Section 2. Negotiating the challenges of practical theorising
for beginning teachers, 3. Practical theorising in learning to teach
history: a shifting process of negotiation, 4. Practical theorising in a
changing context: enabling beginning science teachers to negotiate
different expectations in the reality of schools, 5. Developing teacher
agency in drawing on research and reflection when teaching students to
produce written responses to text, 6. Prospective teachers' ways of
addressing challenges in teaching reasoning-and-proving, 7. Theorising
practices of inclusive pedagogy: a challenge for Initial teacher education,
Section 3. Tools to support practical theorising, 8. Tools for promoting
practical theorising in mathematics, 9. Supporting student teachers'
practical theorising via written assignments, 10. The role of assessment in
supporting beginning teachers 'practical theorising' and pedagogical
learning in geography education, 11. Developing the practice of teacher
educators: the role of practical theorising, Section 4. Practical
theorising beyond initial teacher education, 12. Sustaining practical
theorising as the basis for professional learning and school development,
13. Practical theorising in the professional development of primary
teachers: outcomes of the 'Thinking, Doing, Talking Science' project, 14.
Curriculum: practical theorising in the absence of theory
practical theorising in teacher education: formulation, critique and
response to the challenges, 2. An international perspective on practical
theorising, Section 2. Negotiating the challenges of practical theorising
for beginning teachers, 3. Practical theorising in learning to teach
history: a shifting process of negotiation, 4. Practical theorising in a
changing context: enabling beginning science teachers to negotiate
different expectations in the reality of schools, 5. Developing teacher
agency in drawing on research and reflection when teaching students to
produce written responses to text, 6. Prospective teachers' ways of
addressing challenges in teaching reasoning-and-proving, 7. Theorising
practices of inclusive pedagogy: a challenge for Initial teacher education,
Section 3. Tools to support practical theorising, 8. Tools for promoting
practical theorising in mathematics, 9. Supporting student teachers'
practical theorising via written assignments, 10. The role of assessment in
supporting beginning teachers 'practical theorising' and pedagogical
learning in geography education, 11. Developing the practice of teacher
educators: the role of practical theorising, Section 4. Practical
theorising beyond initial teacher education, 12. Sustaining practical
theorising as the basis for professional learning and school development,
13. Practical theorising in the professional development of primary
teachers: outcomes of the 'Thinking, Doing, Talking Science' project, 14.
Curriculum: practical theorising in the absence of theory