Improving Teacher Education Practicees Through Self-Study Book

	Notes on contributors
	Acknowledgements
	Introduction	1
1	Can self-study improve teacher education?	3
Pt. I	Understanding teaching in teacher education	11
2	Developing an understanding of learning to teach in teacher education	13
3	A balancing act: self-study in valuing the individual student	30
4	Opposites attract: what I learned about being a classroom teacher by being a teacher educator	43
5	Self-study as a way of teaching and learning: a research collaborative re-analysis of self-study teaching portfolios	56
Pt. II	Studying teacher educators' roles and responsibilities	71
6	Guiding new teachers' learning from classroom experience: self-study of the faculty liaison role	73
7	Learning about our teaching from our graduates, learning about our learning with critical friends	88
8	Framing professional discourse with teachers: Professional Working Theory	102
9	Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education?	130
Pt. III	Fostering social justice in teaching about teaching	143
10	The (in)visibility of race in narrative constructions of the self	145
11	"Nothing grand": small tales and working for social justice	161
12	Change, social justice, and re-liability: reflections of a secret (change) agent	176
Pt. IV	Exploring myths in teacher education	191
13	Myths about teaching and the university professor: the power of unexamined beliefs	193
14	What gets "mythed" in the student evaluations of their teacher education professors?	208
15	Research as a way of knowing and seeing: advocacy for the other	222
	Conclusion	237
16	Understanding self-study of teacher education practices	239
	Name index	249
	Subject index	252