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Learning From Teaching in Literacy Education: An Essay Review

reviewed by Cheryl J. Craig - 2003

coverTitle: Learning From Teaching in Literacy Education: An Essay Review
Author(s): Emily M. Rodgers and Gay Su Pinnell
Publisher: Heinemann, Portsmouth, NH
ISBN: 0325004838, Pages: 208, Year: 2002
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Learning from Teaching in Literacy Education:  New Perspectives on Professional Development paints three scenarios for professional development—one, district-based staff development; another, school-based teacher education, and a third, school-based professional development for early intervention—then poses the critical question, “What might professional development be (if unlimited resources were available)?” In this way, the editors and contributing authors launch their book focused on new perspectives on professional development, a volume chock full of insights, perspectives, and methods.  While I whole-heartedly agree with the authors that teacher professional development is vitally important to the educational enterprise, I also believe that the theory-practice relationship underpinning the various models of teacher professional development greatly influences how any models—even the best ones—play out in particular situations and whether professional development experiences become educative or mis-educative (Dewey, 1938) for teachers.  Even though this book presents vastly improved versions of teacher professional development—particularly when compared to the dominant district-driven one-size-fits-all model—it does not go far enough to re-imagine the theory-practice relationship or to re-configure how those lodged in the academy and those teaching... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1381-1386
https://www.tcrecord.org ID Number: 11143, Date Accessed: 9/17/2021 6:47:20 PM

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About the Author
  • Cheryl Craig
    University of Houston
    E-mail Author
    CHERYL CRAIG is an associate professor at the University of Houston. Her academic interests include teacher knowledge/school context studies, narrative/qualitative research methods, and arts-based inquiry awareness of the Texas educational scene.
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