Learning Teaching from Experience

Multiple Perspectives and International Contexts

Viv Ellis, Janet Orchard, Viv Ellis, Janet Orchard

• Publisher: Bloomsbury Academic
• Year: 2014
• Print ISBN: 9781474248235
• eBook ISBN: 9781472505170
• Edition: 1
• Topic: Education
• Subtopic: Professional Development

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'?

Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory.

At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

Table of contents

• Also Available from Bloomsbury
• Dedication
• Title
• Contents 
• List of figures and tables
• Contributors
• Acknowledgements
• 1 Learning teaching ‘from experience’: Towards a history of the idea Viv Ellis and Janet Orchard
• Part 1 Multiple Perspectives on Learning Teaching from Experience
• 2 Acculturation or innovation? The pedagogical practices of teachers on an ambitious, alternative certification programme Daniel Muijs, Chris Chapman and Paul Armstrong
• 3 Learning from experience in teaching: A cultural historical critique Anne Edwards
• 4 The rhetoric of experience and ‘The Importance of Teaching’ Tom Are Trippestad
• 5 Learning from experience: A teacher-identity perspective Brad Olsen
• 6 Teachers’ storied experience: Rules or tools for action? Eli Ottesen
• 7 Already at work in the world: Fictions of experience in the education of teachers Madeleine Grumet
• Part 2 Perspectives in International Contexts
• 8 The authority of experience, deficit discourse and teach for America: The risks for urban education Heidi Pitzer
• 9 Restoring higher education’s mission in teacher education: A global challenge from a Canadian perspective Elizabeth Sloat, Ann Sherman, Theodore Christou, Mark Hirschkorn, Paula Kristmanson, Lynn Lemisko and Alan Sears
• 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
• 11 Learning from experience as a continual process of design: A Norwegian case study Anne Line Wittek
• 12 Vertical integration as a mode of professional production: Teachers’ resistance to the business of teaching Torie L. Weiston-Serdan and Sheri Dorn-Giarmoleo
• Part 3 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
• 14 Developing knowledge for teaching from experience: Mathematics teaching and professional development in the United States of America Erik Jacobson
• 15 Creating a shared pedagogical language: Interpreting how teacher candidates learn from experiences in a science methods course Shawn Michael Bullock
• Part 4 Afterword
• 16 The politics of learning to teach from experience Ken Zeichner
• Index
• Copyright