It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
Author(s): Linda Farr Darling, Gaalen Erickson, Anthony Clarke
Edition: 1
Year: 2007
Language: English
Pages: 258
Contents......Page 7
Acknowledgements......Page 12
Series Editor's Foreword......Page 13
1. Introduction to CITE: A community of inquiry in teacher education......Page 16
2. Considering a community of inquiry in 1997......Page 17
3. Considering the story of CITE in 2006......Page 18
SECTION I: VISIONS......Page 22
1. Early days......Page 23
2. From principles to practices......Page 26
3. CITE takes shape......Page 30
4. Our report card......Page 31
5. Perennial tensions......Page 32
6. Conclusion......Page 36
1. My introduction to CITE: A community of inquiry for teacher education......Page 39
2. CITE year 2: Campus, cohorts and the classroom......Page 41
3. CITE year 3: Navigating as a faculty advisor......Page 43
4. CITE years 4 and 5: Connecting theory and practice......Page 50
5. A hiatus and a new view......Page 51
1. Introduction......Page 53
2. Elements of complexity thinking......Page 54
3. Ongoing complexity......Page 62
1. Introduction......Page 64
2. Practices of reform......Page 65
3. A narrative of innovation......Page 67
4. A narrative of inquiry......Page 71
5. Closing by way of return......Page 74
SECTION II: IMPROVISATIONS......Page 77
1. Introduction......Page 78
3. With open hearts......Page 80
4. With open eyes......Page 81
6. With open hands......Page 82
7. Leaving traces......Page 83
1. The problem of useful work......Page 86
2. Changes in order to increase student teacher involvement......Page 87
3. The major focus......Page 88
4. Summary comments......Page 96
1. Introduction......Page 98
2. The essence of a primary classroom: Establishing community......Page 99
3. Establishing a community on campus......Page 100
4. Social studies methods at the university......Page 103
5. Conclusion......Page 110
1. Introduction......Page 112
2. Multimedia design and technology integration......Page 113
3. The case study......Page 116
4. Transfer to other contexts......Page 124
5. Conclusion......Page 128
1. Introduction......Page 130
3. Understanding change: Innovation and resistance......Page 131
4. Teacher educators using technology: Two narratives......Page 133
5. Rethinking the use of technology in CITE......Page 140
6. Concluding word......Page 145
1. Introduction......Page 148
2. Methods......Page 149
3. Analysis of the CITE cohort experience of virtual learning......Page 150
4. Insights for educational practice......Page 163
1. Introduction......Page 165
2. Planning the DLT program......Page 166
3. A teaching model......Page 167
4. Implementing the DLT program......Page 169
5. Other DLT activities for the term......Page 173
6. Reflections on our experiences teaching the DLT component in CITE......Page 175
2. Mid-course feedback versus end-of-course feedback on practice......Page 180
3. The study......Page 181
4. Conclusion......Page 192
1. Introduction......Page 194
2. Part one: Portfolio construction as a practice......Page 196
3. Part two: The practice of twelve preservice teachers talking about their portfolios......Page 200
4. Part three: Refining portfolios in teacher education......Page 209
5. A few concluding remarks......Page 213
SECTION III: REVISIONS......Page 215
1. Introduction......Page 216
2. Cohorts in teacher education......Page 217
3. Complexity science......Page 218
4. A reading of CITE as a complex system......Page 226
5. Concluding commentary......Page 230
1. Teaching standards in Canada......Page 233
2. Teaching standards in British Columbia......Page 235
3. Community and inquiry in teacher education......Page 238
4. Self-study in teacher education......Page 240
5. Emerging themes......Page 241
6. Teaching standards as hypotheses......Page 249
7. Conclusion......Page 251
Contributors......Page 253
D......Page 256
S......Page 257
W......Page 258
