Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice is the outcomeof the author’s systematically questioning his assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author’s pedagogy as a mathematics teacher educator.Using self-study as both a lens and a methodology to research his practice over the past three years, the author examines the impact of reflection and reflective practice in pre-service teacher education; voice, silence and that which remains ‘unsaid’; the ways in which teacher identities emerge and develop, and the role of authority and power in learning about teaching. Examines the intricacies and taken-for granted assumptions about teaching and learning in pre-service teacher education Challenges the status-quo in teacher education Is aunique combination of data gathering tools (Roundtable Reflection guided by the ALACT reflection process; critical incident reports, and multiple perspectives tasks) INDICE: From the contents Part One: Researching Teaching in Teacher Education. Part Two: Learners Learning. Part Three: Powerful Pedagogy. Appendix 1: Overview of research design/data gathering tools. Appendix 2: Transcription of Roundtable Data. Appendix 3: Organization and Analysis of the Critical Incident Questionnaire Data. Appendix 4: Pre-service teachers’ reflections on Assumptions. Appendix 5: Data organization: ‘Exploring silence/dominant voices’. References. Subject Index. Author Index.
- ISBN: 978-1-4020-8195-8
- Editorial: Springer
- Encuadernacion: Cartoné
- Páginas: 235
- Fecha Publicación: 01/04/2008
- Nº Volúmenes: 1
- Idioma: Inglés