E-Book Overview
It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
E-Book Content
COLLECTIVE IMPROVISATION IN A TEACHER EDUCATION COMMUNITY
Self Study of Teaching and Teacher Education Practices Volume 4. Series Editor John Loughran, Monash University, Clayton, Australia Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, Massey University, New Zealand Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada
1.
G. Hoban (ed.): The Missing Links in Teacher Education Design. Developing a Multi-linked Conceptual Framework. 2005 ISBN: 1-4020-3338-9 2. C. Kosnik, C. Beck, A.R. Freese and A.P. Samaras (eds.): Making a Difference in Teacher Education Through Self-Study. Studies of Personal, Professional and Program Renewal. 2006 ISBN: 1-4020-3527-6 3. P. Aubusson and S. Schuck (eds.): Teacher Learning and Development. The Mirror Maze. 2006 ISBN: 1-4020-4622-7 4. L. Farr Darling, G. Erickson and A. Clarke (eds.): Collective Improvisation in a Teacher Education Community. 2007 ISBN: 978-1-4020-5667-3
COLLECTIVE IMPROVISATION IN A TEACHER EDUCATION COMMUNITY
Edited by
Linda Farr Darling University of British Columbia, Vancouver, Canada
Gaalen Erickson University of British Columbia, Vancouver, Canada and
Anthony Clarke University of British Columbia, Vancouver, Canada
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-1-4020-5667-3 (HB) ISBN 978-1-4020-5668-0 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com
Printed on acid-free paper
All Rights Reserved © 2007 Springer No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner.
Dedicated to Murray Ross, Lynda Erickson, and Gillian Rudge, who have supported and encouraged us in this and all our work as teacher educators
CONTENTS Acknowledgements ..................................................................................... xiii Series Editor’s Foreword.............................................................................. xv CHAPTER ONE: Stepping Lightly, Thinking Boldly, Learning Constantly: Community and Inquiry in Teacher Education Linda Farr Darling, Gaalen Erickson and Anthony Clarke 1. 2. 3.
Introduction to CITE: A community of inquiry in teacher education ..... 1 Considering a community of inquiry in 1997.......................................... 2 Considering the story of CITE in 2006.................................................... 3 SECTION I VISIONS
CHAPTER TWO: Looking Back on the Construction of a Community of Inquiry Linda Farr Darling 1. 2. 3. 4. 5. 6.
Early days ................................................................................................ 9 From principles to practices .................................................................. 12 CITE takes shape ................................................................................... 16 Our report card....................................................................................... 17 Perennial tensions....................