Download Collective Improvisation in a Teacher Education Community by Linda Farr Darling, Gaalen Erickson, Anthony Clarke PDF

By Linda Farr Darling, Gaalen Erickson, Anthony Clarke

This is the tale of a instructor schooling initiative. The venture A neighborhood of Inquiry in instructor schooling (CITE) has aimed to rework studying to coach from an adventure in keeping with the purchase of talents to at least one concentrated at the cultivation of yes tendencies. CITE creates a software constitution for integrating components of university-based classes and college practicum reviews, with neighborhood dependent actions, and it makes use of various educational ideas and technology-based instruments to create a sequence of ‘knowledge construction communities’.

As small-scale reform projects move (36 aspiring lecturers every year) CITE has had a protracted and colourful lifestyles, regardless of a few inevitable struggles. it's the durability of CITE that caused the authors to show their inquiries approximately educating and studying to the demanding situations of maintaining their very own undertaking. the result's a suite that chronicles a few of their very own experiments, deliberations, and the teachings discovered via their many reports. it really is extra actual to assert that Collective Improvisation is many tales, not only one. that's simply because this ebook represents the views of collage- dependent teachers, college companions, former scholars, and graduate pupil researchers, every one of whom give a contribution a special and valued voice to the entire composition.

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The rest of this book is a window onto some of our efforts to do just that. REFERENCES Benhabib, S. (1992). Situating the Self: Gender, Community and Postmodernism in Contemporary Ethics. New York: Routledge. Bereiter, C. & Scardamalia, M. (1993). Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago: Open Court. LOOKING BACK ON THE CONSTRUCTION OF A COMMUNITY 23 Boyer, E. (1994). The basic school: Focusing on the child. Principal (1), 29–32. , Searle, D. & Pitt, A.

Inquiry with trusted others helped them reconnect with the image of teaching they wanted for themselves. How many practicing teachers have found themselves in similar situations, embarrassed and guilty about a classroom incident? How many practicing teachers have the web of support that our student teachers in CITE did? How many practicing teachers talk with their colleagues on a regular basis about their own teaching and the goals and frustrations that they have? Do we, as educators, circulate to make connections or to come to new understandings?

One perennial tension now looms larger than ever in an era of increased accountability: teacher educators committed to reform want to set high academic and teaching standards that they can maintain within programs that simultaneously encourage risk-taking and imaginative pedagogy. (See Section III for our 2006 discussion of teaching standards). At times, we all walk this tightrope. Conversing about the precarious nature of the enterprise may strengthen our collective resolve to keep going. Tensions and balancing acts may be inevitable elements of teacher education, but we can work together to make them creative tensions and graceful balancing acts.

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