About the Book
Table of Contents:
List of Figures and Tables
Contributors
Acknowledgements
1. Learning to Teach 'From Experience': Towards a Genealogy of the Ideas, Viv Ellis (Brunel University, UK) and Janet Orchard (University of Bristol, UK)
Part I: Multiple Perspectives on Learning Teaching from Experience
2. Acculturation or Innovation in Experiential Learning? Pedagogical Practices of Teachers on an Alternative Certification Programme, Daniel Muijs (University of Southampton, UK)
3. Learning from Experience in Teaching: A Cultural Historical Critique, Anne Edwards (University of Oxford, UK)
4. The Rhetorics of Experience and 'The Importance of Teaching', Tom Are Trippestad (Bergen University College, Norway)
5. Learning from Experience: A Teacher-Identity Perspective, Brad Olsen (University of California, Santa Cruz, USA)
6. Teachers' Storied Experiences: Rules or Tools for Action?, Eli Ottesen (University of Oslo, Norway)
7. Already at Work in the World: Fictions of Experience in the Education of Teachers, Madeleine Grumet (University of North Carolina, USA)
Part II: Perspectives in International Contexts
8. The Authority of Experience, Deficit Discourse and Teach for America: The Risks for Urban Education, Heidi Pitzer (Syracuse University, USA)
9. Restoring Higher Education's Mission in Teacher Education: A Global Challenge from a Canadian Perspective, Elizabeth Sloat (University of New Brunswick, Canada), Ann Sherman (University of New Brunswick, Canada), Theodore Christou (Queen's University, Canada), Mark Hirschkorn (University of New Brunswick, Canada), Paula Kristmanson (University of New Brunswick, Canada), Lynn Lemisko (University of Saskatchewan, Canada) and Alan Sears (University of New Brunswick)
10. Experience as a Contextual Basis to Connect Professional Concerns and Conditions of Practice: A Case Study of Teachers Implementing a Curricular Reform in Italy, Paolo Sorzio (University of Trieste, Italy)
11. Learning from Experience as Continual Processes of Design: A Norwegian Case Study, Anne Line Wittek (Vestfold University College, Norway)
12. Vertical Integration as a Mode of Production: Teachers' Resistance to the Business of Teaching, Torie Weiston-Serdan (Claremont Graduate University, USA) and Sheri-Dorn Giarmoleo (The Los Angeles Public Schools, USA)
Part III: The Experience of Learning to Teach English, Maths and Science
13. Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency, Lauren Gatti (University of Nebraska, USA)
14. Developing Knowledge for Teaching from Experience: Mathematics Teaching and Professional Development in the United States of America, Erik Jacobson (University of Georgia, USA)
15. Creating a Shared Pedagogical Language: Interpreting How Teacher Candidates Learn from Experiences in a Science Methods Course, Shawn Bullock (Simon Fraser University, Canada)
Afterword: Teacher Education and the Politics of Experience, Ken Zeichner (University of Washington, USA)
Part IV: Afterword
16. The Politics of Learning to Teach from Experience, Ken Zeichner (University of Washington, USA)
Index
About the Author :
Viv Ellis is Professor and Dean of the Faculty of Education at Monash University, Australia.
Janet Orchard is a Senior Teaching Fellow in the Graduate School of Education at the University of Bristol, UK.
Review :
An important, timely and challenging book; an essential resource for everyone interested in the future of teacher education. John Furlong, Emeritus Professor of Education, University of Oxford, UK At last, a book which combines a breadth of cross-disciplinary education scholarship, a breadth of focus - across North America and Europe - and accounts of practice in a range of contexts. This is book goes beyond factional rhetoric while demonstrating passionate commitment to the education of our young people. It addresses the deepest questions of education for what purposes, for whom, how, and in what conditions teachers learn from their experiences. Read the book to understand the complexities underlying that widely used phrase 'learn from experience'. Fascinating and enlightening. Morwenna Griffiths, Professor of Education, University of Edinburgh, UK This book should be required reading for courses of teacher education, particularly in the current context in which 'learning on the job' and the craft idea of a teacher is increasingly the norm. In this context, the rhetoric of 'learning from experience' is frequently invoked. But what does it mean to learn from experience? Is understanding theory not experiential? The contributions in the book approach these questions with a wealth of research and applied knowledge, which at times challenge orthodoxy on learning theories and policy. The diversity of approaches, as well as the detail and exemplification they give provide a highly informative account of aspects of learning from experience from multiple perspectives, and give us pause for thought that there can be 'a science of education', a formulaic application of research data and policy borrowing. The book's chapters invite us to think carefully about the best way to develop teachers. It provides a rich account of why 'formation' is required, not some kind of technical 'training'. Ruth Heilbronn, Lecturer in Education, Institute of Education, University of London, UK
