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Disturbing Practice: Reading Teacher Education as Text

reviewed by Heather M. Pleasants - 2003

coverTitle: Disturbing Practice: Reading Teacher Education as Text
Author(s): Avner Segall
Publisher: Peter Lang Publishing, New York
ISBN: 0820451029, Pages: 203, Year: 2002
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Avner Segall’s Disturbing Practice is a compelling account of the journey through a preservice teacher education program that six students make and the ways in which this journey addresses the continuing divide between theory and practice in teacher education. Given the small amount of research that uses critical theory to explore the education these programs provide, Disturbing Practice is long overdue. Based on interviews and observations conducted over the span of a year, Segall’s ethnography encourages all of those involved in teacher education to ask difficult questions about what preservice educators are being taught and prepared to do as professionals.   Though creating multivocal, reflexive written texts is not a simple task, Segall successfully accomplishes it by making use of a methodological strategy called the “Second Text.” In response to the primary or “First Text” of the book, the Second Text is comprised of written comments made by the student participants in the research, the teacher of a social studies methods class that was a focal context in... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 681-683
https://www.tcrecord.org ID Number: 11003, Date Accessed: 4/20/2021 7:11:39 AM

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About the Author
  • Heather Pleasants
    University of Delaware
    E-mail Author
    HEATHER M. PLEASANTS is an Assistant Professor in the School of Education, University of Deleware. Her recent research focuses on the experiences of students of color within predominantly white multicultural teacher education courses and on creating multicultural education courses that are based in urban communities. Within her research, consistent themes have been the use of qualitative methods, and the investigation of educational issues involving students of color, their families, their teachers, and their learning contexts.
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