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: 6/2/2020 11:40:30 AM

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