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Improving Teacher Education Practices Through Self-Study


reviewed by Kathryn Benson — 2003

coverTitle: Improving Teacher Education Practices Through Self-Study
Author(s): John Loughran, Tom Russell (Eds.)
Publisher: Routledge/Falmer, New York
ISBN: 0415276713, Pages: 256, Year: 2002
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Improving teacher education practices through self-study, edited by John Loughran and Tom Russell, is a collection of original essays and reflections presented at the Third International Conference of S-STEP (Self-Study of Teacher Education Practices) in 2000 at Herstmonceaux Castle in England, site of the International Study Centre of Queen’s University (Canada).  This special interest group was formed at the 1993 AERA meeting in response to the need for educators to study their own teaching practices in order to accomplish a “better understanding of the complexities of teaching and learning – for themselves and their students” (p. 242).  This book is a piece of the puzzle of qualitative inquiry as it pushes teacher reflection toward teacher reform. The purpose of the book is to introduce teacher educators to the theory and practice of self-study, in order to explore, understand, and improve their teaching about teaching. Tom Russell begins the introduction with the question – Can self-study improve teacher education?  With thought in mind of looking critically at one’s own... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1371-1374
http://www.tcrecord.org ID Number: 11096, Date Accessed: 12/16/2017 10:02:24 AM

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About the Author
  • Kathryn Benson
    Southern Arkansas University
    E-mail Author
    KATHRYN M. BENSON is the Program Director for the Masters of Arts in Teaching Program and Associate Graduate Faculty at Southern Arkansas University School of Education. Her research interests include qualitative research and curriculum theory.
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