TY  - BOOK
AU  - Farr Darling,Linda
AU  - Erickson,Gaalen L.
AU  - Clarke,Anthony
TI  - Collective improvisation in a teacher education community
T2  - Self study of teaching and teacher education practices
SN  - 9781402056673
AV  - LB1707 .C54 2007
PY  - 2007///
CY  - Dordrecht
PB  - Springer
KW  - CITE (Program)
KW  - Teachers
KW  - Training of
KW  - Educational innovations
N1  - Includes bibliographical references and index; Table Of Contents; Acknowledgements; Series Editor's Foreword; CHAPTER ONE: Stepping Lightly, Thinking Boldly, Learning Constantly: Community and Inquiry in Teacher Education; Linda Farr Darling, Gaalen Erickson and Anthony Clarke; 1. Introduction to CITE: A community of inquiry in teacher education; 2. Considering a community of inquiry in 1997; 3. Considering the story of CITE in 2006; SECTION I VISIONS; CHAPTER TWO: Looking Back on the Construction of a Community of Inquiry; Linda Farr Darling; 1. Early days; 2. From principles to practices; 3. CITE takes shape; 4. Our report card; 5. Perennial tensions; 6. Conclusion; CHAPTER THREE: Learning in Synchrony; Pamela Essex; 1. My introduction to CITE: A community of inquiry for teacher education; 2. CITE year 2: Campus, cohorts and the classroom; 3. CITE year 3: Navigating as a faculty advisor; 4. CITE years 4 and 5: Connecting theory and practice; 5. A hiatus and a new view; CHAPTER FOUR: Seeing the Complexity of the Practicum; Steve Collins; 1. Introduction; 2. Elements of complexity thinking; 3. Ongoing complexity; CHAPTER FIVE: Enjoying Their Own Margins: Narratives of Innovation and Inquiry in Teacher Education; Anne M. Phelan; 1. Introduction; 2. Practices of reform; 3. A narrative of innovation; 4. A narrative of inquiry; 5. Closing by way of return; SECTION II IMPROVISATIONS; CHAPTER SIX: In Open Spaces; Sylvia Kind; 1. Introduction; 2. With open minds; 3. With open hearts; 4. With open eyes; 5. With open ears; 6. With open hands; 7. Leaving traces; CHAPTER SEVEN: Practicing What We Preach: Helping Student Teachers Turn Theory into Practice; Rolf Ahrens; 1. The problem of useful work; 2. Changes in order to increase student teacher involvement; 3. The major focus; 4. Summary comments; CHAPTER EIGHT: Social Studies Education in School; Dot Clouston, Lee Hunter and Steve Collins; 1. Introduction; 2. The essence of a primary classroom: Establishing community; 3. Establishing a community on campus; 4. Social studies methods at the university; 5. Conclusion; CHAPTER NINE: Learning by Design: A Multimedia Mathematics Project in a Teacher Education Program; Jane Mitchell, Heather Kelleher and Carole Saundry; 1. Introduction; 2. Multimedia design and technology integration; 3. The case study; 4. Transfer to other contexts; 5. Conclusion; CHAPTER TEN: Teacher Educators Using Technology: Functional, Participative, and Generative Competencies; Anthony Clarke and Jane Mitchell; 1. Introduction; 2. CITE: A context for exploring teacher educators using technology; 3. Understanding change: Innovation and resistance; 4. Teacher educators using technology: Two narratives; 5. Rethinking the use of technology in CITE; 6. Concluding word; CHAPTER ELEVEN: Virtually Aesthetic: The CITE Cohort's Experience of Online Learning; Anita Sinner and Linda Farr Darling; 1. Introduction; 2. Methods; 3. Analysis of the CITE cohort experience of virtual learning; 4. Insights for educational practice; CHAPTER TWELVE: Learning to Teach Technology: The Journey of Two Beginning Teachers; Jennifer Sutcliffe and Sanyee Chen; 1. Introduction; 2. Planning the DLT program; 3. A teaching model; 4. Implementing the DLT program; 5. Other DLT activities for the term; 6. Reflections on our experiences teaching the DLT component in CITE; CHAPTER THIRTEEN: Mid-Course Feedback on Faculty Teaching: A Pilot Project; Stephanie Springgay and Anthony Clarke; 1. Introduction; 2. Mid-course feedback versus end-of-course feedback on practice; 3. The study; 4. Conclusion; CHAPTER FOURTEEN: Portfolio as Practice: The Narratives of Emerging Teachers; Linda Farr Darling; 1. Introduction; 2. Part one: Portfolio construction as a practice; 3. Part two: The practice of twelve preservice teachers talking about their portfolios; 4. Part three: Refining portfolios in teacher education; 5. A few concluding remarks; SECTION III REVISIONS; CHAPTER FIFTEEN: Complexity Science and the CITE Cohort; Anthony Clarke, Gaalen Erickson, Steve Collins and Anne Phelan; 1. Introduction; 2. Cohorts in teacher education; 3. Complexity science; 4. A reading of CITE as a complex system; 5. Concluding commentary; CHAPTER SIXTEEN: "The Filter of Laws": Teacher Education and the British Columbia College of Teachers' Teaching Standards; Anne Phelan, Gaalen Erickson, Linda Farr Darling, Steve Collins and Sylvia Kind; 1. Teaching standards in Canada; 2. Teaching standards in British Columbia; 3. Community and inquiry in teacher education; 4. Self-study in teacher education; 5. Emerging themes; 6. Teaching standards as hypotheses; 7. Conclusion; Contributors; Index
ER  -