teaching-about-teaching-purpose-passion-and-pedago

Notes on Contributors Kathryn Alexander is a doctoral candidate in the Faculty of Education at Simon Fraser University. Her research interests explore the dynamics of documentary texts and identity construction in institutions, and includes critical ethnography and the politics of writing ‘up’ others. Robert V.Bullough, Jr. is Professor of Educational Studies, University of Utah, Salt Lake City, Utah. His most recent books include the co-authored volumes, A Teacher’s Journey, due out shortly with Teachers College Press, Becoming a Student of Teaching: Methodologies for Exploring Self and School Context (1995) and, the co-edited volume Teachers and Mentors (1996). His research focuses on teacher education and development and curriculum studies. Peter Chin is an Assistant Professor in the Faculty of Education at Queen’s University where he teaches in the area of science teacher education. His research interests centre around the complexities of the practicum setting and the issues of teaching and learning that affect the pre-service teachers and the school associates. From a constructivist perspective he also focuses on metacognition, multicultural/ inclusive science, and issues within the philosophy of science. Anthony Clarke was a secondary school teacher of mathematics, computer science, and physical education, now specializing in the more general area of the professional development of teachers and teacher educators. He is affiliated with the Centre for the Study of Teacher Education at the University of British Columbia. Current research interests focus on reflective practice in teacher education, school/ university partnerships, and the work of school and university advisors in the practicum. Michael Cummings works as a teaching assistant and sessional instructor at Simon Fraser University, where he is completing his Masters Degree in curriculum studies. His thesis focuses on how children and teachers understand science experiences. Gary D.Fenstermacher is a philosopher of education currently serving as Professor of Educational Foundations at the University of Michigan. He is formerly the Dean of the College of Education at the University of Arizona, and Past President of the American Association of Colleges for Teacher Education. His research interests include normative theories of teacher reasoning, and educational policy analysis. 236

Notes on Contributors Karen Guilfoyle is an Associate Professor in Teacher Education at the Univeristy of Idaho. Her field is literacy, language, and culture, and her research focuses on learning and teaching using a critical social-constructivist framework. Richard Gunstone is the Professor of Science and Technology Education in the School of Graduate Studies, Faculty of Education, Monash University. He has devoted a great deal of time and effort to pre-service teacher education and in collaboration with Jeff Northfield developed and extended the ‘Stream 3’ science teacher education program at Monash University from the late 1970s through to the early 1990s. Mary Lynn Hamilton, an Associate Professor in the Department of Curriculum and Instruction at the University of Kansas, studies her own teaching practice and encourages her students to do the same. She is currently the chair-elect of the Self- Study of Teacher Education Practices SIG within the American Educational Research Association. Mary Lynn recently spent time in Australia as visiting Professor for the pre-service teacher education program in the School of Graduate Studies, Faculty of Education, Monash University. Garry Hoban is a lecturer in Science Education at Charles Sturt University in Bathurst, Australia. His research interests focus on teacher professional development and improving his own practice in teacher education. In both of these areas he is exploring ways to access student data to improve teacher learning. Vicki Kubler LaBoskey is an Associate Professor of Education at Mills College in Oakland CA and Director of the elementary portion of their Teachers for Tomorrow’s Schools Credential Program. Her current areas of interest are in elementary pre-service education with a focus on reflective teaching and teaching as a moral and political act. She is also interested in action research, portfolios, and teacher educator self-study—and also new teacher support (teacher development as a vehicle for school reform). John Loughran is the Director of Pre-service Education and Professional Development in the School of Graduate Studies, Faculty of Education, Monash University, Australia. John teaches prospective science teachers in the Graduate Diploma in Education and his research interests include reflective practice, teaching and learning and science education. He has written extensively about learning to teach (Developing Reflective Practice: Learning about Teaching and Learning through Modelling, Falmer Press, 1996) and is an active member of the S-STEP SIG within the American Educational Research Association. Allan MacKinnon is an Associate Professor in the Faculty of Education at Simon Fraser University, where he teaches in the area of science education. His interests include the philosophy of science, teacher education, and the use of interactive television and video technologies in science teacher development. 237

Notes on Contributors Cynthia Nicol is an experienced teacher, who, after teaching mathematics for seven years in a remote coastal village of northern British Columbia, has moved to Vancouver (BC) to further her study of teaching and learning mathematics. She is currently a doctoral candidate at the University of British Columbia studying her own practice of, and challenges associated with, teaching elementary prospective teachers to teach mathematics for understanding. Her research interests also include the learning of mathematics and learning to teach mathematics. Jeff Northfield is a Professor of Education and Head of School at the Peninsula Campus, Faculty of Education, Monash University. Jeff has been involved in preservice teacher education throughout his academic career and recently returned to school teaching for a year in order to genuinely pursue a purposeful way of gaining ‘recent and relevant’ high school teaching experience. This return to school also gave him a long awaited opportunity to practice what he preaches in teaching and has led to the development of a book from this experience co-authored with John Loughran; Opening the Classroom Door: Teacher, Learner, Researcher (1996, Falmer Press). Stefinee Pinnegar, born of pioneer stock and reared in the once small town of St. George, Utah, has always been interested in examining the connections between abstract ideas and concrete experience. Through her undergraduate education at Dixie College, Southern Utah University, her teaching in Arizona and Indiana, her graduate education at Brigham Young University and the University of Arizona, she came to see these as the relationship of theory, experience, and practice. Currently, as an Associate Professor of Teacher Education at Brigham Young University, she works to create experiences with her students that develop and investigate their learning concerning these relationships. Anna E.Richert is an Associate Professor of Education at Mills College in Oakland, CA and co-director of the Teachers for Tomorrow’s Schools. Her research continues to focus on teacher learning; she is currently completing a longitudinal study on teacher learning in the context of school change. Her co-authored book with Linda Lambert, Karen Kent, Michelle Collay and Mary Dietz entitled Who Will Save Our Schools: Teachers as Constructivist Leaders of Change, will appear in December 1996. Tom Russell is a Professor in the Faculty of Education at Queen’s University, Kingston, Ontario, where his teaching responsibilities include pre-service methods courses in secondary science. He co-ordinates the Waterloo-Queen’s Science Education Program, which provides extensive teaching experience both before and after pre-service education courses. 238

Author Index Aikin, W.M., 16 Fensham, P.J., 56 Alberty, H.A., 16 Fenstermacher, G.D., 27, 189, 211 Fine, M., 81 Baird, J.R., 42, 120, 125, 135 Frank, A.W., 187 Ball, D., 96, 98, 99, 114 Freire, P., 14, 16, 20 Baratz-Snowden, J., 162 Fullan, M., 75 Barnes, D., 40, 136, 145 Fuller, F., 68 Belenkey, M.B., 79 Garland, C., 168 Bell, B., 49, 50, 54, 124, 133 Garrison, J., 186 Berger, P., 186 Gilbert, J., 49, 50, 54 Bird, T., 19, 90, 159 Giroux, H.A., 189, 194 Blakey, J., 176 Glickman, G., 170 Bode, B.H., 16 Goldhammer, R., 170 Borrowman, M.L., 4 Goodlad, J., xii, 16, 17, 20 Brookfield, S., 117, 118, 123 Gore, J., 97, 153, 162 Brown, J.S., 76, 134 Green, T., 189 Browne, C., 168 Greene, M., 161 Bruner, J., 84 Griffiths, M., 20 Buchmann, M., 97 Grossman, P., 75 Bullough, R.V., 18, 19, 21, 22, 23, 26, 27, Gunstone, R.F., 133 Guyton, E., 170 29, 54, 196 Habermas, J., 17 Hall, G., 50 Calderhead, J., 97 Halsall, N.D., 40 Ceci, S.J., 134 Hargreaves, A., 8, 173 Chin, P., 120, 121, 127 Hatton, E., 13, 20 Clark, C., 114 Hawkins, D., 85 Clarke, A., 176 Heckman, P., 191 Cobb, P., 133, 134 Hennessy, S., 134 Cogan, M., 170 Hoban, G., 134 Cole, A., 197 Hodson, B.L., 65 Connelly, M., 117 Holland, D., 186 Costa, A., 173 Hollingsworth, S., 40 Cuban, L., 96, 115 Holt, J., 37 Holt-Reynolds, D., 97, 196 Darling-Hammond, L., 75, 133 Hunt, D., 20 Dewey, J., 15, 20, 63, 153, 187 Ireland, D., 40 Driver, R., 133, 134 Jackson, P.W., 89 Johnston, C., 168 Eisner, E., 20 Joyce, B., 170, 173 Erickson, G.L., 133 Faire, J., 133 Farnham-Diggory, S., 54 239

Author Index Posner, G., 122 Prawat, R.S., 134 Katz, L., 96 Kessels, J.P.A.M., 48 Richards, J., 114 Kilbourn, B., 118, 170 Richardson, V., 18, 191 Klohr, P., 16 Rogoff, B., 133 Knowles, G., 97, 197 Russell, T.L., 42, 58, 196, 199 Ryle, G., 210 LaBoskey, V., 150, 151, 153, 154, 159, 162 Sandler, B.R., 201 Sarason, S., 75, 145 Lampert, M., 96, 98 Saxe, G.B., 134 Lanier, J.E., 9 Schön, D.A., 3, 39, 40, 44, 63, 81, 110, Lather, P.A., 191, 201 Lave, J., 134, 173, 210 111, 117, 121, 122, 171, 186, 210, Levinson, D.J., 13 211 Lieberman, A., 75 Scribner, S., 134 Lortie, D., 22, 97, 118, 145, 146 Shulman, L.S., 61, 65, 75, 82, 98, 159, Loughran, J.J., 3, 62, 63, 121, 147, 198 175 Smyth, J., 48 MacKinnon, A.M., 210, 211 Spradley, J.P., 24 May, W., 170 McDiarmid, W., 97 Taylor, C., 210 McIntyre, D., 168 McLaren, P., 188 van Manen, M., 5, 6, 19, 58, 150 McNiff, J., 40, 96 von Glaserfield, E., 133 Meier, D., 74 Vygotsky, L.S., 185, 186 Mitchell, I.J., 42, 59, 120, 125 Munby, H., 8, 53, 135 Walker, J., 61 Murray, J., 5 White, R.T., 58 Wideen, M., 124, 176 Northfield, J.R., 42, 120, 125 Wilson, S.M., 75 Wineburg, S., 96 Osborne, R., 133 Wolf, K.P., 159 Wolfe, D., 168 Patton, M.Q., 136, 141 Piaget, J., 185, 187, 194 Zeichner, K.M., 153 Pinar, W., 18 Polanyi, M., 19, 210 240

Subject Index Action Research, 25, 40 Content, 133 Advisor, 164–6, 169, 170, 176 knowledge, 65 Alissa, 107 turn, 44, 196 Analogy, 120, 121 Andrea, 101 Context, 65, 66, 75, 88, 93, 102, 115, 118, Apprenticeship, 54, 97, 118, 134, 145, 210 122, 123, 133, 135, 147, 151, 173, Assessment, 57, 154, 223 187, 212, 221 Attitude, 65, 144 Authority of experience, 39, 135 Conversation, 81, 92 Autobiographical, 118, 164 Corrine, 101 Credibility, 114 Backtalk, 34, 42 Critical incidents, 119 Behaviour model, 54 Culture, 93, 193 Beliefs, 17, 92, 105, 129, 184, 188, 189, Curriculum, 15, 84, 196, 231 195, 203, 207 assignment, 85 about learning, 127, 155, 157, 185 hidden, 221 about teaching and learning, 123 knowledge, 65 systems, 151, 192, 231, 234 methods course, 127 Beth, 107 planning, 78, 126 project, 77, 84, 87, 88, 90 Careers, 79 symposium, 84, 85 Carol, 89 Cynthia, 109 Carole, 107, 110, 111, 114 journal, 99, 103, 104 Carolyn, 136 Carrie, 150, 162 Dan, 106, 108 Case studies, 53 Debriefing, 66 Challenge, 9, 61, 81, 98 Decision-making, 97, 135 Change, 73, 74, 76, 92, 97, 192, 194, 195, Development, 184, 196, 197 206 model, 54 Classroom, 67, 84, 193 Dilemma, 96, 97, 221, 222 Discourse, 67, 84, 175 environment, 138 Discover(y), 67, 103 ethnography, 24 experiences, 122 Education complexity of, 154 practice, 120 outcomes, 21 Coach(ing), 172, 173, 232 researchers, 134 Collaboration, 82, 86, 114 settings, 179 College of Teacher Educators, 178 theory, 145, 146 Community, 29, 73, 89, 184, 200, 203 Complexities of teaching, 39, 114, 161 Elementary Concept(ion), 78, 84, 119, 220, 221 school students, 106, 110 Concerns, 52, 200 science classes, 135 Confidence, 66, 114 teacher, 96, 142, 151 Constructivism, 121, 122, 133, 134, 156, English, 74, 83, 151, 218 185, 186, 188, 190, 193, 220 Evaluation, 160 Experience(s), 63, 64, 67, 118, 140, 122 241

Subject Index active role in, 119, 123, 125 as a teacher educator, 122 Feedback, 120, 154 by doing, 66, 127, 128 Feminist pedagogy, 183, 200, 203 context, 76, 147, 201 Field experience, 197 documenting own, 136 Ford Teaching Project, 40 facilitator of, 154 Freedom of expression, 103 from experience, 20, 68 Frustration, 102 inhibited, 136 lack of, 144 Gary, 106 mathematics, 97 Generating meaning, 78 narrow understanding of, 134 Genevieve, 87, 88, 90 outcomes, 60, 214 Gloria, 141, 143, 146 to teach, 41, 79, 93, 115, 122, 166, 221, Goals, 118 Group work, 5, 57, 143 224 Life history, 19, 23 Hands-on investigations, 135 Linda, 109 Hermeneutics, 16 Listening, 59, 109, 111, 123 Heuristic, 178 Horse Problem, 105, 108, 110 for, 105, 109, 111, 230 Hurricane, 214, 215, 220 to their voices, 126 Ilana, 87, 88 Marginalization, 195 Inquiry, 98, 99, 188, 197 Martin, Ann, 107 Instructional strategies, 112, 133 Mathematics, 95, 97, 98, 99, 114, 230 Internship program, 119 Mathew, 173, 174 Interpretive discussions, 5 Matt, 77, 79 Iterative process, 120 Metacognition, 120, 137 Metaphor Analysis, 23, 216 Janan, 92 Mimesis, 211 Janet journal, 101, 103 Model(ling), 62, 66, 155, 193, 198, 232 Jigsaw activity, 57, 125 Journal, 95, 98, 99, 135, 221 teaching and learning approaches, 49, 54, 138 Jill, 102 Karen, 99 Monster Problem, 100, 101, 102 Kathy, 101 Moral and ethical Ken, 101, 105 Kendra, 95, 101, 105, 114 dilemmas, action, question, 17, 79, Tanis, 102 83 King, Arthur, 186, 203 imperative, 77 Knowing/Knowledge, 76, 79, 114, 117, implications, 161 obligation, 207 210 about teaching and learning, 51 Narratives, 115 acquiring new, 75 construction, 135 Passionate creeds, 161 existing, 61, 134, 140 Pedagogical challenge, 97, 222 nature of, 234 representation of, 217 choices, 86, 91, 126 significance of, 49 content knowledge, 61, 65 Krall, Flo, 15 justification, 90 knowledge, 58, 64, 234 Learning, 8, 49, 111, 126, 196, 219 purpose, 62 about learning, 21, 66, 232 reasoning, 63, 86, 98 about teaching, 6, 49, 58, 61, 63, 65, tasks, 96 66 turn, 44 Pedagogues, 9 242