Search results for: Bullough Jr. Robert V.

This article provides a rhetorical analysis of Preparing Teachers publication reveals then critiques’ key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation.

In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.

In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.

The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.