Developing Creative and Critical Educational Practitioners.
Door, Victoria.
Developing Creative and Critical Educational Practitioners. - 1st ed. - 1 online resource (82 pages) - Critical Guides for Teacher Educators Series . - Critical Guides for Teacher Educators Series .
Cover -- Half-title -- Title page -- Copyright information -- Table of contents -- Foreword -- About the series editor and author -- Acknowledgements -- Introduction -- About this book -- Who is it for? -- Context and approach -- Teacher dispositions -- 1. A reflexive disposition -- 2. Disposed towards being critical -- 3. Disposed towards being creative -- Content -- Chapter 1 Developing educational practice -- Education, not training: what's in a word? -- Teaching is complex and has profound consequences -- Pedagogic dispositions, practical knowledge and consciousness -- Pedagogic dispositions and critical understanding -- Pedagogic dispositions and beliefs -- Starting early -- Is it selfish to want your practice to flourish? -- Further reading -- Chapter 2 Developing reflexive practitioners -- Introduction -- Reflecting on practice: what's the use? -- The basics in supporting student teachers in reflection using Dewey's theory -- Increasing the scope of reflection -- Moving towards reflexivity using Dewey's theory -- Supporting student teachers towards reflexivity using Bourdieu's theory -- Developing reflexivity using 'field' -- Developing reflexivity using 'habitus' -- Changing field and habitus enlarges our 'space of possibles' -- Further reading -- Chapter 3 Developing critical practitioners -- Introduction -- Using Freire's theories of critical awareness to support student teachers -- Some background on criticality in higher education -- Reading and writing critically -- Reading the word, self and classroom critically -- Seven critical questions -- 1. Am I thinking actively about what I read, or see in classroom life? -- 2. Am I actually taking on board what the writer or classroom practitioner is saying or am I too busy with my own ideas? -- 3. Do I understand the context of what I am reading or hearing?. 4. Is the piece of writing/teaching sequence coherent? Does it make sense? -- 5. How does it fit our own experience? -- 6. Are other perspectives included? -- 7. What are the writer's or practitioner's values? Are they explicit or implicit?... -- Criticality is creative -- Further reading -- Chapter 4 Developing creative practitioners -- Introduction -- How is creativity conceptualised in education? -- Starting with ourselves -- Developing our own robust conceptions of creativity -- Knowledge-rich creativity -- Creativity as openness -- Creativity as positive and constructive use of the moment -- Challenges of creativity for the teacher educator -- Being secure in creative pedagogy -- The paradox of innovation and autonomy -- Further reading -- Chapter 5 Developing the researching practitioner -- Introduction -- Recapping the dispositions -- Reflexivity -- Criticality -- Creativity -- What's the point? -- Research for continuous development -- The context of research -- Research for learners and teachers -- Research is good for pupils, schools and teachers -- Research and autonomy -- What is research? -- Large-scale research -- Medium-scale research -- Research and knowledge -- Research for knowledge generation -- The theory-practice-theory cycle -- Further reading -- Final thoughts -- References -- Index.
Encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment.
9781909682405
Education.
Educational leadership.
Teachers -- Training of -- United States.
Electronic books.
LB1775.2 .D384 2014
371.12
Developing Creative and Critical Educational Practitioners. - 1st ed. - 1 online resource (82 pages) - Critical Guides for Teacher Educators Series . - Critical Guides for Teacher Educators Series .
Cover -- Half-title -- Title page -- Copyright information -- Table of contents -- Foreword -- About the series editor and author -- Acknowledgements -- Introduction -- About this book -- Who is it for? -- Context and approach -- Teacher dispositions -- 1. A reflexive disposition -- 2. Disposed towards being critical -- 3. Disposed towards being creative -- Content -- Chapter 1 Developing educational practice -- Education, not training: what's in a word? -- Teaching is complex and has profound consequences -- Pedagogic dispositions, practical knowledge and consciousness -- Pedagogic dispositions and critical understanding -- Pedagogic dispositions and beliefs -- Starting early -- Is it selfish to want your practice to flourish? -- Further reading -- Chapter 2 Developing reflexive practitioners -- Introduction -- Reflecting on practice: what's the use? -- The basics in supporting student teachers in reflection using Dewey's theory -- Increasing the scope of reflection -- Moving towards reflexivity using Dewey's theory -- Supporting student teachers towards reflexivity using Bourdieu's theory -- Developing reflexivity using 'field' -- Developing reflexivity using 'habitus' -- Changing field and habitus enlarges our 'space of possibles' -- Further reading -- Chapter 3 Developing critical practitioners -- Introduction -- Using Freire's theories of critical awareness to support student teachers -- Some background on criticality in higher education -- Reading and writing critically -- Reading the word, self and classroom critically -- Seven critical questions -- 1. Am I thinking actively about what I read, or see in classroom life? -- 2. Am I actually taking on board what the writer or classroom practitioner is saying or am I too busy with my own ideas? -- 3. Do I understand the context of what I am reading or hearing?. 4. Is the piece of writing/teaching sequence coherent? Does it make sense? -- 5. How does it fit our own experience? -- 6. Are other perspectives included? -- 7. What are the writer's or practitioner's values? Are they explicit or implicit?... -- Criticality is creative -- Further reading -- Chapter 4 Developing creative practitioners -- Introduction -- How is creativity conceptualised in education? -- Starting with ourselves -- Developing our own robust conceptions of creativity -- Knowledge-rich creativity -- Creativity as openness -- Creativity as positive and constructive use of the moment -- Challenges of creativity for the teacher educator -- Being secure in creative pedagogy -- The paradox of innovation and autonomy -- Further reading -- Chapter 5 Developing the researching practitioner -- Introduction -- Recapping the dispositions -- Reflexivity -- Criticality -- Creativity -- What's the point? -- Research for continuous development -- The context of research -- Research for learners and teachers -- Research is good for pupils, schools and teachers -- Research and autonomy -- What is research? -- Large-scale research -- Medium-scale research -- Research and knowledge -- Research for knowledge generation -- The theory-practice-theory cycle -- Further reading -- Final thoughts -- References -- Index.
Encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment.
9781909682405
Education.
Educational leadership.
Teachers -- Training of -- United States.
Electronic books.
LB1775.2 .D384 2014
371.12