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© 2006

Teacher Learning and Development

The Mirror Maze

  • Peter Aubusson
  • Sandy Schuck
Book

Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 3)

Table of contents

  1. Front Matter
    Pages i-xxvii
  2. Learning with Others: Sharing the Journey

  3. Dilemmas and Challenges: Finding a Way Through

  4. Processes of Self-study of Teacher Education Practice: Ways of Seeing Ourselves

About this book

Introduction

This book synthesises current practice and research developments from internationally recognised scholars and practitioners, to provide theoretical and practical knowledge which informs teacher education, development and professional learning. Sections in the book include: the role and significance of learning relationships; emerging dilemmas and challenges; and processes of self-study in teacher education. Throughout the book, self-study contributions highlight the complexity, challenges, struggles, solutions and successes in teacher education experience. They foreshadow exciting developments for further research. Accordingly, the book is likely to appeal to a wide audience of educators – including education academics, teachers, student teachers and researchers.

Keywords

education professional learning teacher education teacher education practice teacher learning

Editors and affiliations

  • Peter Aubusson
    • 1
  • Sandy Schuck
    • 1
  1. 1.University of TechnologyAustralia

Bibliographic information

Reviews

From the reviews:

“This edited book provides the reader with a wealth of expert writing from teachers, academics … . The fascination of the collection is its illustration of the interweaving influences of experience, reflection and practitioner research on teacher learning. … The book will thus appeal to teachers making sense of their own experiences and endeavours to enhance learning opportunities and improve students’ learning outcomes. It will be of particular value to those with responsibility for CPD and those embarking on reflective practice or practitioner research.” (Rachel Lofthouse, Learning and Teaching Update, Issue 15, June, 2008)