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Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher


reviewed by Sharon M. Ravitch — October 13, 2008

coverTitle: Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher
Author(s): Robert V. Bullough, Jr.
Publisher: State University of New York Press, Albany
ISBN: 0791473139, Pages: 254, Year: 2008
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Grounding his insights in over twenty years of research in teaching and teacher education, Robert Bullough Jr. addresses issues of pedagogy, curriculum, and program development at a concerning moment in the field of education broadly, and teacher education specifically. Bullough’s deeply rooted wisdom of practice is particularly salient for teachers and teacher educators during this time of increased standardization and top-down control in education; a time when teachers and teacher educators are under increased and often disempowering and delegitimizing scrutiny, left isolated and forced to follow proscribed and often hollow pathways for practice and professional development that are linked primarily to external measures of success and achievement. Counternarratives: Studies of teacher education and becoming and being a teacher, which is a unique combination of historical analysis, classroom and school-based empirical research as well as Bullough’s own and his colleagues’ practice-based reflections, offers teachers, teacher educators, and educational policy makers a... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 13, 2008
http://www.tcrecord.org ID Number: 15410, Date Accessed: 10/22/2017 6:05:55 AM

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About the Author
  • Sharon Ravitch
    University of Pennsylvania Graduate School of Education
    E-mail Author
    SHARON M. RAVITCH, Ph.D. is a Senior Lecturer at the University of Pennsylvania’s Graduate School of Education, where she serves as Co-Director of the Center for Collaborative Research and Practice in Teacher Education. Ravitch’s research focuses on practitioner, action, and teacher research, institutional ethnography, multicultural teacher and counselor education, and gender equity in schools. Ravitch wrote School Counseling Principles: Multiculturalism and Diversity (American School Counselor Association, 2006) and co-authored Matters of Interpretation: Reciprocal Transformation in Applied Development Contexts for Youth (Jossey-Bass, 1998). Ravitch is currently completing two co-authored books, one entitled Teaching, Learning, and Doing: Interpretive Approaches to Educational Inquiry and Professional Development and the other Writing as a Practice of Teaching: Narratives from First-Year Teachers. She is the Research Co-Director at the Center for the Study of Boys’ and Girls’ Lives.
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