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gillamk's teachers [3 articles]

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	Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University Partnerships Journal of Teacher Education, Vol. 50, No. 5. (1999), 381. by R. V. Bullough, J. R. Birrell, J. Young, et al.D. C. Clark, L. Erickson, R. S. Earle, J. F. Campbell, L. Hansen, M. W. Egan posted to foundations partnerships preservice programs secondary teachers teaching by gillamk on 2009-03-15 19:26:37 Copy My Attachments My Copy
	Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development American Educational Research Journal, Vol. 31, No. 1. (1994), pp. 197-224. by Robert V. Bullough, David K. Stokes posted to attitudes attribution autobiographies computing courses diaries education educational educators evaluation failure foundations history journal objectives philosophy preservice programs reflective secondary self student teacher teachers teaching theory writing by gillamk on 2009-03-15 17:50:10 along with 1 person jonathanpiano Abstract Copy My Attachments My Copy Abstract Using data drawn from 22 students enrolled in a year-long teacher certification program, the authors explore the analysis of personal teaching metaphors as a means for facilitating the professional development of beginning teachers. Strengths and weaknesses of the approach are identified, and implications for the practice of teacher education discussed. ...
	Teaching and Reconsidering the Social Foundations of Education: A self-study Studying Teacher Education, Vol. 4, No. 1. (2008), pp. 5-15. by Robert V. Bullough posted to attitudes autobiographies courses diaries education educational educators evaluation foundations history journal objectives philosophy preservice programs reflective secondary self student teacher teachers teaching writing by gillamk on 2009-03-15 17:01:11 Abstract Copy My Attachments My Copy Abstract Within teacher education the position of educational foundations courses is increasingly precarious. Such courses are often declared irrelevant by students who embrace the aims of training and immediate practicality over education as the essence of learning to teach. Drawing on student and instructor diaries and diary summaries, the article reports on a self-study of a social foundations course as the author, inspired by C. Wright Mills, attempted to make foundations relevant and powerful by linking biography students' life experience ...

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