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Going Public With Our Teaching: An Anthology of Practice

reviewed by Anne Rodrigue - 2006

coverTitle: Going Public With Our Teaching: An Anthology of Practice
Author(s): T. Hatch, A. Dilruba, A. Lieberman, D. Faigenbaum, M. White and D. Pointer Mace (Eds.)
Publisher: Teachers College Press, New York
ISBN: 0807745898, Pages: 315, Year: 2005
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In the many suggestions on how to reform education the professionalization of teachers is a recurring theme. The characteristics of a professional have been defined by many theorists but all have one characteristic in common—knowledge.  This knowledge base must be externally and internally recognized and evolutionary in nature.  There are many debates on what is teacher knowledge?  Connelly and Clandidin (2000) describe it as ”a professional knowledge landscape and personal practical knowledge” (p. 315), thus suggesting that it combines both the theoretical elements of academic practice and rigor and a practical contextualization of that knowledge.  Goodson (2003) speaks to the imperative of “the development of professional knowledge,” "the joining of stories of action to theories of context” (p. 7). How is teacher knowledge created?  Does the creation of that knowledge rest only with academics in universities or do teachers have an important and essential role in knowledge creation and dissemination?  The... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 935-938
https://www.tcrecord.org ID Number: 12131, Date Accessed: 11/27/2020 2:55:14 AM

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About the Author
  • Anne Rodrigue
    Elementary Teachers Federation of Ontario
    E-mail Author
    Dr. ANNE RODRIGUE has taught elementary, middle, and junior school. She has served as curriculum consultant in second languages for the Nova Scotia Department of Education. She has worked in professional development, curriculum, and research for the Nova Scotia Teachers Union for 11 years and since 2002 for the Elementary Teachers Federation of Ontario. Dr. Rodrigue’s doctorial work examines the discourses of professionalism of Canadian teachers organizations. She has presented topics on teacher unionism at AERA and AARE. Dr. Rodrigue’s areas of interests include teacher professionalism, teacher reflective practice, and professional learning communities. She is also the co-editor of a recent book on teaching for deep understanding.
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