Abstract
When Liam left Queen’s University for his first teaching post at an American school in Latin America, he was filled with a new understanding of what good learning looks like and a wealth of ideas for how to help my students achieve it. Once the school year began, he made discoveries similar to those of many first-year teachers: that teaching is much more complicated and challenging than expected, that the high school environment can seem particularly unfriendly to one’s professional goals, and that the students themselves can present many barriers to good learning. Over the course of 2 years, Liam communicated regularly with Tom, his former education professor, about his challenges, frustrations and successes. This writing became both a detailed record of the beginning of Liam’s teaching career and a compelling example of guided self-study. In this chapter, we analyse the changes in thinking that Liam experienced and the lessons he learned about starting out as a physics teacher. We also discuss the significant potential this type of co-operation has for both beginning teachers and teacher educators.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Baird, J., & Northfield, J. (Eds.) (1992). Learning from the PEEL experience. Melbourne, Australia: Monash University Printing Services.
Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Rotterdam, The Netherlands: Sense Publishers.
Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education, 45, 86–95.
Russell, T. (1995a). A teacher educator and his students reflect on teaching high school physics. Teacher Education Quarterly, 22(3), 85–98.
Russell, T. (1995b). Returning to the physics classroom to re-think how one learns to teach physics. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp. 95–109). London: Falmer Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Netherlands
About this chapter
Cite this chapter
Brown, C.L., Russell, T. (2012). A Collaborative Self-Study of a Physics Teacher’s First Two Years of Teaching. In: Bullock, S., Russell, T. (eds) Self-Studies of Science Teacher Education Practices. Self-Study of Teaching and Teacher Education Practices, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3904-8_2
Download citation
DOI: https://doi.org/10.1007/978-94-007-3904-8_2
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-3903-1
Online ISBN: 978-94-007-3904-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)