Student Teachers in School Practice - An Analysis of Learning Opportunities

Zusatztext “Douglas has provided a thorough description and analysis of the interactions of student teachers with schools and mentors in their practicum, through an ethnographic Case Study qualitative approach. … I read Douglas’ book and learned much more than I expected, in methodology as much as in novice teacher education. I can recommend it wholeheartedly, especially for those running courses entirely based in schools.” (John Oversby, Journal of Education for Teaching, Vol. 41 (5), December, 2015) "In an educational era characterized by oversimplified solutions to complex problems, Alaster Scott Douglas provides in this study a deeper, richer look into how schools and departmental faculty work than is usually envisioned in the creation of educational policy. Policymakers and teacher educators would be wise to read this research and learn that learning to teach is a multidimensional, difficult process whose effects cannot be easily reduced to student test scores or other superficial measures of how teaching affects learning." - Peter Smagorinsky, Distinguished Research Professor of English Education, The University of Georgia, USA "This book makes a significant contribution to the growing literature examining teacher education. In doing so, it asks new and important questions about the nature of the practicum in particular and the aims of initial teacher education in general. The clearly written account of 'Market Town High School' and 'Downtown University', and the work they engage in together to prepare new teachers, should be compulsory reading for everyone who cares about teacher education and the role of the teaching practicum." - Joce Nuttall, Associate Professor, Faculty of Education, Australian Catholic University "At a time when teacher education systems around the world are placing increased importance on student teachers' learning in schools, this book offers very valuable analyses of how, why, where and when opportunities for learning can be developed. In particular, drawing on cultural-historical activity theory and ethnographic research, the book offers insights into the ways in which schools - and the micro communities within them - can work with higher education institutions to structure in-depth learning opportunities for the benefit of both student teachers and their teacher colleagues. This highly recommended book also gives insightful analysis of the debates which characterise the field of teacher education and the research which contributes to its international development." - Jean Murray, Professor of Education, University of East London, UK "Appropriate for students, student teach-ers, lecturers and early career research-ers who are particularly interested in researching in schools in an ethno-graphic way, the book will also be of interest to students, lecturers and teachers involved in undergraduate and postgraduate teacher education and education courses." - International Society for Cultural andActivity Research "[an] important text. For all of us involved in teacher education we know how complex student/practice teaching can be and it is an area that warrants much more research. This text promises to add to our understanding of a critical yet often misunderstood aspect of teacher credential programs." - Literacy Teaching and Teacher Education "This book is a welcome and timely addition to a burgeoning literature on teacher education. Not only refreshing but bold, Douglas comments how so many texts err on the descriptive side, rather than as this book does so well, analyse the thinking behind the actions of student teachers, school staff and university tutors in the realities of school teaching practice ... In a time of immense change in education, Douglas contributes a refreshing and insightful book that causes us to reflect deeply on the nature of learning and re-examine the opportunities in schools that promote it with student teacher...

List of contents

1. Introduction 2. Researching Workplace Learning 3. Cultural and Historical Activity Theory: Identifying the Object of Student Teacher Education Activity 4. The Methodological Implications of Working Ethnographically 5. The School History Department: Cultural, Historical and Social Practices in Student Teacher Education 6. The School Modern Foreign Languages Department: Cultural, Historical and Social Practices in Student Teacher Education 7. The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education 8. The School Science Department: Cultural, Historical and Social Practices in Student Teacher Education 9. An Analysis of Student Teacher Education Tools: Mediating Student Teacher Education Practice 10. The Objects of Student Teacher Education Activity 11. Developing Expert Learners of Teaching and Learning: A Model for Researching and Developing Learning Opportunities in School Settings 12. Conclusions, Implications and Recommendations

Report

'"Douglas has provided a thorough description and analysis of the interactions of student teachers with schools and mentors in their practicum, through an ethnographic Case Study qualitative approach. ... I read Douglas' book and learned much more than I expected, in methodology as much as in novice teacher education. I can recommend it wholeheartedly, especially for those running courses entirely based in schools." (John Oversby, Journal of Education for Teaching, Vol. 41 (5), December, 2015)"In an educational era characterized by oversimplified solutions to complex problems, Alaster Scott Douglas provides in this study a deeper, richer look into how schools and departmental faculty work than is usually envisioned in the creation of educational policy. Policymakers and teacher educators would be wise to read this research and learn that learning to teach is a multidimensional, difficult process whose effects cannot be easily reduced to student test scores or other superficial measures of how teaching affects learning." - Peter Smagorinsky, Distinguished Research Professor of English Education, The University of Georgia, USA"This book makes a significant contribution to the growing literature examining teacher education. In doing so, it asks new and important questions about the nature of the practicum in particular and the aims of initial teacher education in general. The clearly written account of 'Market Town High School' and 'Downtown University', and the work they engage in together to prepare new teachers, should be compulsory reading for everyone who cares about teacher education and the role of the teaching practicum." - Joce Nuttall, Associate Professor, Faculty of Education, Australian Catholic University"At a time when teacher education systems around the world are placing increased importance on student teachers' learning in schools, this book offers very valuable analyses of how, why, where and when opportunities for learning can be developed. In particular, drawing on cultural-historical activity theory and ethnographic research, the book offers insights into the ways in which schools - and the micro communities within them - can work with higher education institutions to structure in-depth learning opportunities for the benefit of both student teachers and their teacher colleagues. This highly recommended book also gives insightful analysis of the debates which characterise the field of teacher education and the research which contributes to its international development." - Jean Murray, Professor of Education, University of East London, UK"Appropriate for students, student teach-ers, lecturers and early career research-ers who are particularly interested in researching in schools in an ethno-graphic way, the book will also be of interest to students, lecturers and teachers involved in undergraduate and postgraduate teacher education and education courses." - International Society for Cultural and Activity Research"[an] important text. For all of us involved in teacher education we know how complex student/practice teaching can be and it is an area that warrants much more research. This text promises to add to our understanding of a critical yet often misunderstood aspect of teacher credential programs." - Literacy Teaching and Teacher Education"This book is a welcome and timely addition to a burgeoning literature on teacher education. Not only refreshing but bold, Douglas comments how so many texts err on the descriptive side, rather than as this book does so well, analyse the thinking behind the actions of student teachers, school staff and university tutors in the realities of school teaching practice ... In a time of immense change in education, Douglas contributes a refreshing and insightful book that causes us to reflect deeply on the nature of learning and re-examine the opportunities in schools

Product details

• Authors: A Douglas, A. Douglas, Alaster Scott Douglas, Douglas A
• Publisher: Palgrave UK
• Languages: English
• Product format: Hardback
• Released: 17.01.2014
• EAN: 9781137268679
• ISBN: 978-1-137-26867-9
• No. of pages: 238
• Series: Policy and Practice in the Classroom; Policy and Practice in the Cla; Policy and Practice in the Classroom; Policy and Practice in the Cla
• Subject: Humanities, art, music > Education > School education, didactics, methodology