3 Review(s)

This book captures the excitement and difficulties of self-study of teacher education practices and places it at the forefront of approaches to practitioner inquiry. It offers a unique insight into the relationship between teaching about teaching, and learning about teaching that emerged through a one-year self-study conducted by the author in her Biology Methods class. The nature of the knowledge of teacher education practice that is developed from the study is conceptualised as a series of tensions that influence teacher educatorsa (TM) learning about their practice. The book illustrates how the notion of tensions can act as an important means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education. In this book, Amanda Berry offers a comprehensive self-study about her practices as a Biology teacher educator. It offers a clear grasp of the issues and ideas underpinning a pedagogy of teacher education in practice. Framed in terms of teaching tensions based on Berry's analysis of her data, this book is is not only interesting and insightful but also offers a model for the direction of self-study. This is an outstanding piece of work that will be of considerable interest and value to other teacher education scholars. Ken Zeichner, Hoefs-Bascom Professor of Teacher Education, University of Wisconsin-Madison