Tensions in Teaching about Teaching: Understanding Practice by Amanda Berry

By Amanda Berry

This publication captures the thrill – and the problems – of self-study of instructor schooling practices, putting it on the leading edge of ways to practitioner inquiry. It deals perception into the connection among educating approximately instructing and studying approximately educating that emerged in the course of the author’s personal self-study undertaking. The e-book illustrates how tensions can act as a way for either analysing perform and articulating the pro wisdom that includes a pedagogy of instructor education.

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Extra info for Tensions in Teaching about Teaching: Understanding Practice as a Teacher Educator (Self-Study of Teaching and Teacher Education Practices)

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77). Through ongoing reflective examination of professional practice, thinking about teaching and teacher education is challenged and teacher educators’ awareness of the influence of curricula and pedagogical decision-making is raised (Cole & Knowles, 1995). Investigating a particular aspect of practice Some self-studies are focused more specifically on the influence of a particular approach or task on prospective teachers’ thinking about, or approach to, practice. For example, Holt-Reynolds and Johnson (2002) investigated artifacts of their practice (assignments for students) as a way of learning about prospective teachers’ needs and concerns.

However, simply categorizing knowledge differently does not necessarily reduce concerns about how knowledge influences practice for, as Korthagen further notes, “many teacher educators actually work from an episteme conception” (p. 29), even though they want that knowledge to be useable and useful to prospective teachers. This leads to teacher educators’ ongoing dilemma of better aligning intentions and actions in practice, a dilemma that is often a catalyst for self-study. Korthagen sees promise in understanding the difference between episteme and phronesis, as he asserts that a better understanding of the interaction between both kinds of knowledge is important in the development of understanding of learning to teach others effectively.

1 Classes were held in the same room each week, and the camera was set up in the same position for each session. One video camera was placed in the classroom, at an angle that could best capture the largest area of the space, particularly the parts of the room that I would be most likely to cover during my teaching. One area of the room was out of the camera view. This allowed a space for those students who did not wish to be filmed at all (though all students provided consent to be filmed) and for those who might temporarily wish to move out of the camera’s gaze.

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