Practice: Foregrounding the study of teaching in initial teacher education

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

3 Citations (Scopus)
25 Downloads (Pure)

Abstract

This chapter argues that recent and well-founded developments in practice theory, and attention to professional practice as a research area (Kemmis & Smith, 2008; Grossman et al., 2008; Grossman et al., 2009; Green, 2009), might usefully resource a focus on the study of teaching as a core practice of initial teacher education. I want to make careful distinctions between some of the key concepts discussed in current theories of practice, and problematise taken-for-granted understandings of practice in our everyday talk and writing. The chapter considers the basic ideas needed for an orientation of assessment towards future needs and it discusses the development of a particular form of teacher education practice – Study of Teaching – a co-curricular program involving pre-service teachers working alongside members of the profession, more experienced students, and teacher education academics. The program is designed to provide space and opportunity for university-based pre-service teachers to develop the core practices they will need as beginners in the workplace practice setting of a school or early childhood service. This chapter reflects on the conceptual basis of this approach and identifies key points of focus in creating such an environment for developing practice.
Original languageEnglish
Title of host publicationSuccessful teacher education
Subtitle of host publicationPartnerships, reflective practice and the place of technology
EditorsMellita Jones, Josephine Ryan
Place of PublicationRotterdam
PublisherSense Publishers
Chapter7
Pages121-135
Number of pages15
ISBN (Electronic)9789462096776
ISBN (Print)9789462096752, 9789462096759
DOIs
Publication statusPublished - 2014

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    Reid, J-A. (2014). Practice: Foregrounding the study of teaching in initial teacher education. In M. Jones, & J. Ryan (Eds.), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 121-135). Sense Publishers. https://doi.org/10.1007/978-94-6209-677-6_8