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All countries in the world understand that education is vital to
human and economic prosperity and that teacher education
unavoidably is implicated. But the snag is this: political forces
shaping public opinion in individual nations (particularly the
U.S.) are deeply divided concerning how teacher education should
proceed. This book acknowledges this Achilles heel tension, but
does not become weighed down by it. Instead, it focuses on 'the
practical' (Schwab, 1969), matters that have been locally
deliberated and enacted. Pedagogies are named, origins
(cultural/practical/theoretical/policy roots) are traced and a live
example of the pedagogy unfurling in the local setting is presented
from an insider-view.
All countries in the world understand that education is vital to
human and economic prosperity and that teacher education
unavoidably is implicated. But the snag is this: political forces
shaping public opinion in individual nations (particularly the
U.S.) are deeply divided concerning how teacher education should
proceed. This book acknowledges this Achilles heel tension, but
does not become weighed down by it. Instead, it focuses on the
practical (t) (Schwab, 1969), matters that have been locally
deliberated and enacted. Pedagogies are named, origins
(cultural/practical/theoretical/policy roots) are traced and a live
example of the pedagogy unfurling in the local setting is presented
from an insider-view.
To this point in time, teacher education has been approached in
mostly insular ways because it is largely driven by state and
national education policies. However, the spread of the global
economy and the increased stature of international comparison tests
(i.e., TIMSS) has changed all that. All countries in the world
understand that education is vital to human and economic prosperity
and that teacher education unavoidably is implicated. But the snag
is this: political forces shaping public opinion in individual
nations (particularly the U.S.) are deeply divided concerning how
teacher education should proceed. This book acknowledges this
Achilles heel tension, but does not become weighed down by it.
Instead, it focuses on 'the practical' (Schwab, 1969), matters that
have been locally deliberated and enacted. Pedagogies are named,
origins (cultural/practical/theoretical/policy roots) are traced
and a live example of the pedagogy unfurling in the local setting
is presented from an insider-view. After that, the conditions
necessary for the pedagogy to be transported successfully to
another international location are discussed.
This book critically explores the use of nine recognized
methodologies for the mediation of professional learning in the
context of teacher education: The story, the visual text, the case,
the video, the simulation, the portfolio, lesson study, action
research, and Information and Communication Technologies (ICT).
Drawing on theories of mediation and professional learning, the
book establishes connections between theoretical, empirical and
practical-based aspects of each of these methodologies. It
consolidates a body of knowledge that offers a holistic portrayal
of these methodologies in terms of their purposes (what for),
processes (how), and outcomes (what), both distinctively and
inclusively. Each chapter offers four perspectives on each
methodology (1) theoretical groundings of the genre (2)
research-based evidence on methodologies-as-pedagogies for
mediating teacher learning (3) mediation tasks for teacher
education as reported in studies and (4) a synthesis of recurrent
themes identified from selected books and articles, including a
comprehensive list of publications organized by decades. The last
chapter presents an integrative framework that conceptualizes
connections and weak links across the different methodologies of
mediation.
This book critically explores the use of nine recognized
methodologies for the mediation of professional learning in the
context of teacher education: The story, the visual text, the case,
the video, the simulation, the portfolio, lesson study, action
research, and Information and Communication Technologies (ICT).
Drawing on theories of mediation and professional learning, the
book establishes connections between theoretical, empirical and
practical-based aspects of each of these methodologies. It
consolidates a body of knowledge that offers a holistic portrayal
of these methodologies in terms of their purposes (what for),
processes (how), and outcomes (what), both distinctively and
inclusively. Each chapter offers four perspectives on each
methodology (1) theoretical groundings of the genre (2)
research-based evidence on methodologies-as-pedagogies for
mediating teacher learning (3) mediation tasks for teacher
education as reported in studies and (4) a synthesis of recurrent
themes identified from selected books and articles, including a
comprehensive list of publications organized by decades. The last
chapter presents an integrative framework that conceptualizes
connections and weak links across the different methodologies of
mediation.
Lily Orland-Barak offers us a breathtaking work of science ?ction.
Or perhaps I should say 'science and ?ction. ' The science side of
the equation employs sophisticated technique for observing and
describing interpersonal and intrapersonal dynamics among
professionals in education. Both dramatic and seemingly ordinary
episodes in the lives of teachers in relational tension with one
another are analyzed with scienti?c care, precision, and insight.
The scienti?c study of mentoring is like the scienti?c study of
soap bubbles - their formation, growth, and sudden exit from the
visible world with a nearly soundless 'pop ' Scienti?c and
intellectual tools can be used to describe and predict the behavior
of soap bubbles, to study their colors, shapes, surface tension,
and tiny mass. The same is true of the study of mentoring. But in
both cases, the greatest care must be taken to avoid popping the
almost m- ically elegant form - to avoid destroying the delicate
relationship by rushing in, by heavy attempts at control, or by
premature dissection, or even by paying attention too intensely to
a private, personal relationship. Mentoring is best studied by
being still, by listening with authentic interest, and by using our
peripheral vision. The science and the scientist have done their
best work here. The ?ction side of this ?ne book gives life to
telling examples of mentoring in action.
Lily Orland-Barak offers us a breathtaking work of science ?ction.
Or perhaps I should say 'science and ?ction. ' The science side of
the equation employs sophisticated technique for observing and
describing interpersonal and intrapersonal dynamics among
professionals in education. Both dramatic and seemingly ordinary
episodes in the lives of teachers in relational tension with one
another are analyzed with scienti?c care, precision, and insight.
The scienti?c study of mentoring is like the scienti?c study of
soap bubbles - their formation, growth, and sudden exit from the
visible world with a nearly soundless 'pop ' Scienti?c and
intellectual tools can be used to describe and predict the behavior
of soap bubbles, to study their colors, shapes, surface tension,
and tiny mass. The same is true of the study of mentoring. But in
both cases, the greatest care must be taken to avoid popping the
almost m- ically elegant form - to avoid destroying the delicate
relationship by rushing in, by heavy attempts at control, or by
premature dissection, or even by paying attention too intensely to
a private, personal relationship. Mentoring is best studied by
being still, by listening with authentic interest, and by using our
peripheral vision. The science and the scientist have done their
best work here. The ?ction side of this ?ne book gives life to
telling examples of mentoring in action.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
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