Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach?
This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the oppor...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Russell, Tom [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2011 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Studies in continuing education - London [u.a.] : Taylor & Francis, 1978, 17(1995), 1-2, Seite 6-17 |
|---|---|
| Übergeordnetes Werk: |
number:1-2 ; volume:17 ; year:1995 ; pages:6-17 |
| Links: |
|---|
| DOI / URN: |
10.1080/0158037950170102 |
|---|
| Katalog-ID: |
NLEJ252590139 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLEJ252590139 | ||
| 003 | DE-627 | ||
| 005 | 20231206142637.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 231206s2011 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1080/0158037950170102 |2 doi | |
| 035 | |a (DE-627)NLEJ252590139 | ||
| 035 | |a (TFO)746593731 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 100 | 1 | |a Russell, Tom |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| 264 | 1 | |c 2011 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. | ||
| 773 | 0 | 8 | |i Enthalten in |t Studies in continuing education |d London [u.a.] : Taylor & Francis, 1978 |g 17(1995), 1-2, Seite 6-17 |h Online-Ressource |w (DE-627)NLEJ252589009 |w (DE-600)2037834-8 |w (DE-576)263253910 |x 1470-126X |7 nnns |
| 773 | 1 | 8 | |g number:1-2 |g volume:17 |g year:1995 |g pages:6-17 |
| 856 | 4 | 0 | |u https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c |x Digitalisierung |z Deutschlandweit zugänglich |
| 912 | |a ZDB-1-TFO | ||
| 912 | |a GBV_NL_ARTICLE | ||
| 951 | |a AR | ||
| 952 | |e 1-2 |d 17 |j 1995 |h 6-17 | ||
| author_variant |
t r tr |
|---|---|
| matchkey_str |
article:1470126X:2011----::eosrcigdctoaterfoteuhrtoproaeprechwai |
| hierarchy_sort_str |
2011 |
| publishDate |
2011 |
| allfields |
10.1080/0158037950170102 doi (DE-627)NLEJ252590139 (TFO)746593731 DE-627 ger DE-627 rda eng Russell, Tom verfasserin aut Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 17(1995), 1-2, Seite 6-17 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1-2 volume:17 year:1995 pages:6-17 https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1-2 17 1995 6-17 |
| spelling |
10.1080/0158037950170102 doi (DE-627)NLEJ252590139 (TFO)746593731 DE-627 ger DE-627 rda eng Russell, Tom verfasserin aut Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 17(1995), 1-2, Seite 6-17 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1-2 volume:17 year:1995 pages:6-17 https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1-2 17 1995 6-17 |
| allfields_unstemmed |
10.1080/0158037950170102 doi (DE-627)NLEJ252590139 (TFO)746593731 DE-627 ger DE-627 rda eng Russell, Tom verfasserin aut Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 17(1995), 1-2, Seite 6-17 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1-2 volume:17 year:1995 pages:6-17 https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1-2 17 1995 6-17 |
| allfieldsGer |
10.1080/0158037950170102 doi (DE-627)NLEJ252590139 (TFO)746593731 DE-627 ger DE-627 rda eng Russell, Tom verfasserin aut Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 17(1995), 1-2, Seite 6-17 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1-2 volume:17 year:1995 pages:6-17 https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1-2 17 1995 6-17 |
| allfieldsSound |
10.1080/0158037950170102 doi (DE-627)NLEJ252590139 (TFO)746593731 DE-627 ger DE-627 rda eng Russell, Tom verfasserin aut Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 17(1995), 1-2, Seite 6-17 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1-2 volume:17 year:1995 pages:6-17 https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1-2 17 1995 6-17 |
| language |
English |
| source |
Enthalten in Studies in continuing education 17(1995), 1-2, Seite 6-17 number:1-2 volume:17 year:1995 pages:6-17 |
| sourceStr |
Enthalten in Studies in continuing education 17(1995), 1-2, Seite 6-17 number:1-2 volume:17 year:1995 pages:6-17 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| isfreeaccess_bool |
false |
| container_title |
Studies in continuing education |
| authorswithroles_txt_mv |
Russell, Tom @@aut@@ |
| publishDateDaySort_date |
1995-01-01T00:00:00Z |
| hierarchy_top_id |
NLEJ252589009 |
| id |
NLEJ252590139 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ252590139</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206142637.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0158037950170102</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ252590139</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)746593731</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Russell, Tom</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach?</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory.</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Studies in continuing education</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1978</subfield><subfield code="g">17(1995), 1-2, Seite 6-17</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ252589009</subfield><subfield code="w">(DE-600)2037834-8</subfield><subfield code="w">(DE-576)263253910</subfield><subfield code="x">1470-126X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:1-2</subfield><subfield code="g">volume:17</subfield><subfield code="g">year:1995</subfield><subfield code="g">pages:6-17</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">1-2</subfield><subfield code="d">17</subfield><subfield code="j">1995</subfield><subfield code="h">6-17</subfield></datafield></record></collection>
|
| author |
Russell, Tom |
| spellingShingle |
Russell, Tom Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| authorStr |
Russell, Tom |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)NLEJ252589009 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
NL |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
1470-126X |
| topic_title |
Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Studies in continuing education |
| hierarchy_parent_id |
NLEJ252589009 |
| hierarchy_top_title |
Studies in continuing education |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 |
| title |
Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| ctrlnum |
(DE-627)NLEJ252590139 (TFO)746593731 |
| title_full |
Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| author_sort |
Russell, Tom |
| journal |
Studies in continuing education |
| journalStr |
Studies in continuing education |
| lang_code |
eng |
| isOA_bool |
false |
| recordtype |
marc |
| publishDateSort |
2011 |
| contenttype_str_mv |
txt |
| container_start_page |
6 |
| author_browse |
Russell, Tom |
| container_volume |
17 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Russell, Tom |
| doi_str_mv |
10.1080/0158037950170102 |
| title_sort |
reconstructing educational theory from the authority of personal experience: how can i best help people learn to teach? |
| title_auth |
Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| abstract |
This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. |
| abstractGer |
This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. |
| abstract_unstemmed |
This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. |
| collection_details |
ZDB-1-TFO GBV_NL_ARTICLE |
| container_issue |
1-2 |
| title_short |
Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach? |
| url |
https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c |
| remote_bool |
true |
| ppnlink |
NLEJ252589009 |
| mediatype_str_mv |
c |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1080/0158037950170102 |
| up_date |
2024-07-06T13:05:05.199Z |
| _version_ |
1803834994407243776 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ252590139</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206142637.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0158037950170102</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ252590139</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)746593731</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Russell, Tom</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Reconstructing educational theory from the authority of personal experience: how can I best help people learn to teach?</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This paper reports data from a three-year self-study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own 're-learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.From this self-study has emerged the construct of'authority of experience' (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory.</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Studies in continuing education</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1978</subfield><subfield code="g">17(1995), 1-2, Seite 6-17</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ252589009</subfield><subfield code="w">(DE-600)2037834-8</subfield><subfield code="w">(DE-576)263253910</subfield><subfield code="x">1470-126X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:1-2</subfield><subfield code="g">volume:17</subfield><subfield code="g">year:1995</subfield><subfield code="g">pages:6-17</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.tib.eu/de/suchen/id/tandf%3A6bd3f36797e5da5931eb63131ca5b9434c68ca1c</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">1-2</subfield><subfield code="d">17</subfield><subfield code="j">1995</subfield><subfield code="h">6-17</subfield></datafield></record></collection>
|
| score |
7.4009123 |