Critical Practice in Teacher Education: A study of professional learning: 35 Reprint Edition
Author(s): Ruth Heilbronn (Editor), John Yandell (Editor), Pauline Adams (Contributor), Gill Anderson (Contributor), Verna Brandford (Contributor), Clare Brooks (Contributor), Anton Franks (Contributor), Kate Laurence (Contributor), Shirley Lawes (Contributor), Jane Perryman (Contributor), Karen Turner (Contributor), Anne Turvey (Contributor), Liz Wright (Contributor)
Publisher: Institute of Education
Publication Date: 1 Sept. 2010
Edition: Reprint
Language: English
Print length: 208 pages
ISBN-10: 0854738592
ISBN-13: 9780854738595
Book Description
This timely book uncovers all of the processes that should be considered when high-quality teacher education is designed, delivered and studied around the world. Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal experience and knowledge of theory, research and policy. Critical Practice in Teacher Education outlines a compelling argument that the best quality teacher education should not just be experienced in schools, but simultaneously in different overlapping communities, including those from the course and discipline or subject area. Attention is directed towards how reading, writing and assessment are used with students to undertake tasks such as developing portfolios, participating in reflective discussions and writing autobiographically, and to how this can develop their intellectual identities and practical judgment. The book presents five in-depth case studies, each of which tell a particular story from a particular subject perspective, illustrating how a range of approaches can be taken on initial teacher training and Masters-level courses. Each story features descriptions of challenges and assignments along with excerpts of the students’ responses. Critical Practice in Teacher Education is a must for all policy-makers, teacher educators and their students, school-based mentors and local authorities who want to understand, improve and develop the quality of teachers’ professional development.
Editorial Reviews
Review
This book gives a considered and realistic account of the debates and tensions around policy, research, theory and practice that currently preoccupy all teacher educators, and it provides some valuable examples of perspectives and approaches to resolving these within the different ITE and CPD programmes of the Institute of Education. — Cathy Pomphrey, formerly Academic Leader for Initial Teacher Education ― London Metropolitan University
About the Author
Ruth Heilbronn is a specialist in Languages in Education, and Philosophy of Education. She has worked in senior management in schools and held staff development and advisory posts in schools. Her teaching experience at the Institute of Education, University of London includes subject leader for the MFL PGCE and module leadership on various Master’s programmes.
John Yandell taught in Inner London secondary schools for 20 years, including 11 years as head of English at Kingsland School, Hackney, and three years as head of the Ethnic Minority Achievement Team at Haverstock School, Camden. For the past six years, he has led the Secondary PGCE English and English with Drama course at the Institute of Education, University of London. He also teaches on the MTeach and Master’s English Education programmes.
Pauline Adams is a lecturer in Music Education, teaching on the PGCE and Master’s Music Education courses at the Institute of Education, University of London. She started her career teaching in Inner London schools and for some years acted in an advisory role for the Inner London Education Authority.
Gill Anderson taught English in secondary and tertiary schools in London for 13 years before moving into teacher education. In her current role at the Institute of Education, University of London she works with PGCE and MTeach students and is interested in creative approaches to English teaching, pupils’ development in reading and writing and teachers’ professional development.
Verna Brandford is a lecturer in Education, tutor on the Secondary PGCE in Modern Foreign Languages (MFL) and module leader for the BEd Teaching and Learning in Classrooms at the Institute of Education, University of London. As a consultant MFL adviser and inspector she has worked extensively with several local education authorities giving pre- and post-inspection advice and has worked with staff on curriculum review and development.
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