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.

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.

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.

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.

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.

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.

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.