The role of practical theorising in teacher education: formulation, critique, defence and new challenges -- An international perspective on practical theorising -- Practical theorising in learning to teach history: a shifting process of negotiation -- Practical theorising in a changing context: enabling beginning science teachers to negotiate different expectations in the reality of schools -- Developing teacher agency through the use of theory and reflection when teaching students to produce written responses to text -- Preservice teachers' ways of addressing challenges in teaching reasoning-and-proving in their mentor teachers' mathematics classrooms -- Theorising practices of inclusive pedagogy: a challenge for Initial teacher education -- The use of visual models to support practical theorising in mathematics -- Assignments as tools for practical theorising: an exploration of affordances,limitations and possibilities -- The use of assessment in sustaining student-teachers' engagement in practical theorising to support professional learning -- Developing the practice of teacher educators: the role of practical theorising -- Sustaining practical theorising as the basis for professional learning and school development -- Practical theorising in the professional development of primary teachers: outcomes of the 'Thinking, Doing, Talking Science' project -- Curriculum: practical theorising in the absence of theory
This insightful collection offers a timely contribution to the body of research on practical theorising in teacher education. Acknowledging the importance of experience and reflective practice in teaching, this book simultaneously embraces the essential need for teachers at all career stages to engage effectively and critically with evidence from research. Drawing together a range of perspectives from university-based and school-based teacher educators, this book examines the challenges and critiques advanced when practical theorising was first proposed, as well as recent tensions created by the performative culture that now pervades education. It illustrates the constant renegotiation and renewal necessary to sustain such an approach to beginners' learning, investigating a range of tools developed by teacher educators to help beginning teachers navigate these demands. Demonstrating the value of practical theorising and therefore promoting powerful professional learning for practitioners, this book is essential for teachers at all career stages, including trainee teachers and student teachers.-- Publisher's description
