Collective improvisation in a teacher education community / edited by Linda Farr Darling, Gaalen Erickson, and Anthony Clarke

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