Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How to ... be a reflective practitioner.

Self-Directed Learning, A Guide for Learners and Teachers

International Handbook of Self-Study of Teaching and Teacher Education Practices

This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography, including those associated with being a former schoolteacher; navigating the complex social and institutional contexts in which they work; and developing a personal pedagogy of teacher education that enables construction of a new professional identity as a teacher educator. This research provides beginning teacher educators with a reference point for understanding their personal and professional transition to university-based teacher education. It also provides teacher education faculty and administrators with key information about how the transition from teacher to teacher educator can be supported and enhanced within professional learning communities.

Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community

An emerging body of self-study of teacher education practices research considers whether classroom teaching experience and doctoral study constitute sufficient preparation for engaging in the work of teacher education. As new academics who explored this issue as graduate students, we turned to one another in this collaborative self-study to examine our transition from doctoral students to assistant professors. Although we set out to explore our pedagogies for teacher education, we found our posted messages quickly became a way for us to query issues about how our identities were emerging as we enacted our new roles as academics. Data revealed three major turning points and indicated that a focus on pedagogy can be pushed aside by the pressures of initial socialization. We conclude that self-study methodology helped us to understand this tension and also provided support for professional development for new academics.

Exploring the Transition into Academia through Collaborative Self-Study.

The construction of a pedagogy of teacher education requires a sustained, systematic, and careful inquiry into one’s own practice, predicated on the understanding that teaching is a discipline. This article begins by arguing that it is more appropriate to speak of a basis for knowing, rather than a knowledge base, for thinking about teaching and learning and that self‐study methodology is one way for a new teacher educator to develop his or her basis for knowing about teaching teachers. Excerpts from self‐studies that I have conducted during my first three years as a preservice teacher educator are described and interpreted with a view to examining the substantive and syntactic structures of the discipline of teaching and the influences of my prior experiences as a teacher candidate. The article concludes with a set of personal understandings that I have constructed as a new teacher educator. Self‐study methodology is offered as a way for teachers and teacher educators to make their knowledge about teachi...

Learning to Think like a Teacher Educator: Making the Substantive and Syntactic Structures of Teaching Explicit through Self-Study.

This article is a collaborative self-study of our development as beginning teacher educators over the course of an academic year. A focus of our self-study was our shared interest in the role of theory and of practice in teacher education programs. Theodore taught a philosophy of education course and Shawn taught a practicum supervision course. Both authors share autobiographical excerpts of their teaching contexts and the problems of practice that they encountered. Our analysis suggests that the dichotomy between theory and practice is unhelpful and unproductive for both teacher candidates and teacher educators. Theory and practice are densely interwoven aspects of teaching that can be tacitly separated by coursework in teacher education. We advocate a pedagogy of teacher education that explores the radical middle between theory and practice.

Shawn Michael Bullock

Papers

International Handbook of Self-Study of Teaching and Teacher Education Practices

Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community

Exploring the Transition into Academia through Collaborative Self-Study.

Learning to Think like a Teacher Educator: Making the Substantive and Syntactic Structures of Teaching Explicit through Self-Study.

Exploring the Radical Middle between Theory and Practice: A collaborative self-study of beginning teacher educators