Practice Makes Practice: A Critical Study of Learning to TeachSUNY Press, 1991 M01 1 - 283 pages "Centering on the lived experiences of student teachers, this book sends out rays of surprising light towards the enterprise of teacher education today. Doing so, it transfigures what is often conceived of as a nesting of commonplaces. "This book will make the life of the educator harder and more tonic; it will urge the reader to confront the contradictory and the tension. But it will also disclose the unexpected. Education will be viewed as if, after all, it can be otherwise." -- From the Foreword by Maxine Greene Practice Makes Practice explores the contradictory realities of secondary teaching and how these realities are interpreted and acted upon by its central actors: student teachers, teachers, school administrators, and university educators. Drawing on the traditions of critical theory, Practice Makes Practice is distinguished by its ethnographic account of teaching as a struggle for voice and identity amidst a cacophony of past practices, lived experiences, cultural myths, and normative discourses. The struggles of particular student teachers and their professional network are richly portrayed in case studies that trace how individual participants come to make sense of learning to teach, the problems of pedagogy, and structural constraints. For those learning to teach, this text can provide insight into their own struggles. Experienced teachers may gain insight into their own socialization. And researchers and teacher educators may reconsider the structure of their work and how the process of socialization can be studied and interpreted. |
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Other editions - View all
Practice Makes Practice: A Critical Study of Learning to Teach, Revised Edition Deborah P. Britzman No preview available - 2003 |
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academic Alberta attempt authority becoming a teacher biography classroom College concern construct context contradictions contradictory cooperating teacher course creative critical Critical Pedagogy cultural myths curriculum dents desire dialogic discursive practices discussion dualism dynamics Edith Daring educa Falmer feel felt gender Giroux goal going Greenville Henry Giroux high school Hurston High ideas ideology images individual internally persuasive discourse interpretation investments Jack August Jack's Jamie Owl Jamie's kids learning to teach lived experience meanings Michael Apple Michael Connelly Michaels narrative Nation at Risk negotiation one's pedagogy Personal Practical Knowledge perspectives Peter McLaren political position prac problem questions quiz reality relationships rience role Roy Hobbs Roy's school knowledge seemed social studies story strategies structure student teachers talk taste of honey teacher education teaching and learning tensions theory things tion tive transformative understanding unitary values York