Robert V Bullough
Dados Biográficos
| ID | 1603769 |
|---|---|
| NOME | Robert V Bullough |
| PRENOMES | Robert V |
| SOBRENOME | Bullough |
| ASSINATURA | BULLOUGH R V |
| AFILIAÇÕES | Brigham Young University |
| ORCID | 0000-0003-4987-0165 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 46 |
| TOTAL DE CITAÇÕES | 318 |
| TOTAL COMO AUTOR | 46 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 10 |
Rethinking Dispositions in Teaching and Teacher Education
As long as there have been teachers, there has been an expectation that they be of good character and model virtue. The author describes developments in the thought about teacher dispositions and identifies specific shortcomings in the effort to define and assess them as part of teacher education program accreditation. Virtue ethics as an alternative conceptual possibility is considered but found wanting. Seeking to identify a moral framework cap…
What Do We Mean by “Reform?”
Drawing on literary critic Kenneth Burke's concept of “terministic screens,” the author explores some of the history and a few of the troubling implications for the work of teachers and teacher educators that flow from the idea of reform. Concluding that “reform is a bad idea,” the author argues for an alternative conception of educational improvement, one that is more life-affirming and hopeful. Seeking to weaken the conceptual and ethical hold …
A Musing on Our Times
The rise of various conspiracy theories has left many Americans worried and wondering about the future of democracy. Education has been singled out as part of the solution. Linking Dewey’s conception of the purpose of education as growth, the happiness of “eudaimonia,” to “pursuit of happiness” as a human right, the author explores recent research related to what education and educators can do to weaken conspiracy thinking while also considering …
Testing, best practices, and the teacher intellectual
Linking A Nation at Risk (1983) with the testing fetish that followed the No Child Left Behind Act (2002), Robert Bullough explores the perceptions of the good teacher and of good schooling that dominate American public education. Arguing that while training has trumped education as the commonplace conception of teaching, the “inventive mind” noted by William James (1911/1899), indicative of the teacher working as an intellectual, still stands at…
Chronic Homelessness, Head Start, and Changing Federal Policies
Federal policy changes for Head Start (HS) elevate the importance of measured academic performance over other traditional program aims, particularly those associated with the social-emotional development of children. Concerned about the possible effects of these changes on children, based on observations and interviews, detailed portraits of teachers, parents, and children in a program serving the chronically homeless were constructed. Based on t…
Preschool Teacher Well-Being
Differences? Similarities? Male teacher, female teacher
Toward Reconstructing the Narrative of Teacher Education
Drawing on insights from literary critic and theorist Kenneth Burke, this rhetorical analysis of Preparing Teachers (2010), a publication of the National Research Council, reveals then critiques' key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation. Connections are made between these assumptions and the development and influence of scientism in teacher education…
Head start and the intensification of teaching in early childhood education
Ethical and moral matters in teaching and teacher education
Parables, Storytelling, and Teacher Education
Arguing that teacher education has become rule bound, even in the use of teaching narratives and cases, and for the need to challenge beginning teachers' conceptions of teaching and learning, the author suggests parables as promising means for enlivening teacher education and for stretching understanding. After defining parable, the author presents an analysis of three examples- The Storm, The Sower, and The Fish and the Turtle-to illustrate some…
Cognitive complexity, the first year of teaching, and mentoring
The paired-placement of student teachers
Building Professional Learning Communities Within a University-Public School Partnership
Building faculty or professional learning communities is an idea that has come of age. This article describes work being done within the Brigham Young University (BYU)–Public School Partnership to form and sustain such communities across higher and public education and in ways consistent with the four aims of the Agenda for Education in a Democracy embraced by the National Network for Educational Renewal. Noting that too little attention has been…
Developing Interdisciplinary Researchers
In response to changing federal priorities, much discussion has taken place recently about the need for graduate education programs to firmly embrace interdisciplinary research, or “interdisciplinary integration across related fields” ( National Research Council, 2004 , p. 6). The related fields usually are understood to be certain social and behavioral sciences. From the perspective of the humanities, the author challenges an emerging view, wide…
Being and becoming a mentor
Moving beyond collusion
Making Sense of a Failed Triad
Mentoring is often portrayed as an unqualified good. Teacher educators claim that mentoring holds promise for beginning teacher development, increased retention of novice teachers, and mentorteacher improvement. Drawing on positioning theory, this study describes negotiation of power and position in a failed triad composed of a public school mentor, a university mathematics supervisor, and an intern teacher. Data reveal how each member of the tri…
Teaching with a peer
Workshops, in-service teacher education, and the Eight-Year Study
Wanted
(2002). Wanted: A Prophetic Pedagogy: A Response to Our Critics. Curriculum Inquiry: Vol. 32, No. 3, pp. 341-347
Teaching as Prophecy
In North America and the United Kingdom, there has been a spate of calls recently for performance or outcomes-based teacher education. The authors argue that although there is a place for technical skills in teacher education, making them the centerpiece of teaching and teacher education overlooks, and even does violence to, the deeper motivations and calling that prompt so many people to become teachers and that also shape not only what they cho…
Rethinking Field Experience
Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placemen…
Pedagogical content knowledge circa 1907 and 1987
Guidelines for Quality in Autobiographical Forms of Self-Study Research
The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only beca…
Guidelines for Quality in Autobiographical Forms of Self-Study Research
The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only beca…
Being and becoming a mentor
Exploring Personal Teaching Metaphors in Preservice Teacher Education
The use of metaphor analysis to engage preservice students in an examination of their concep tions of teaching is described. The evolution of three students' metaphors as they proceeded through student teaching illustrates the value of metaphor analysis in helping student teachers maintain their idealism as they confront the realities of classroom teaching. Problems arising from metaphor analysis, including the tendency of some students to offer …
Ethical and moral matters in teaching and teacher education
The paired-placement of student teachers
Beginning teacher curriculum decision making, personal teaching metaphors, and teacher education
Head start and the intensification of teaching in early childhood education
Teaching with a peer
Rethinking Field Experience
Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placemen…
Long-Term PDS Development in Research Universities and the Clinicalization of Teacher Education
In the past decade, educational reformers have created professional development schools (PDSs) similar to those the Holmes Group (1986) and the Carnegie Forum (1986) advocated. PDSs aims are now commonplace: provide exemplary education for preservice teachers, support continuing professional development of experienced teachers, and involve schools and universities in collaborative research. Underpinning this work is the assumption that school ref…
Professional development schools
Differences? Similarities? Male teacher, female teacher
Moving beyond collusion
Making Sense of a Failed Triad
Mentoring is often portrayed as an unqualified good. Teacher educators claim that mentoring holds promise for beginning teacher development, increased retention of novice teachers, and mentorteacher improvement. Drawing on positioning theory, this study describes negotiation of power and position in a failed triad composed of a public school mentor, a university mathematics supervisor, and an intern teacher. Data reveal how each member of the tri…
Teaching and nurturing
Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of he…
Becoming a teacher
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates …
Developing Interdisciplinary Researchers
In response to changing federal priorities, much discussion has taken place recently about the need for graduate education programs to firmly embrace interdisciplinary research, or “interdisciplinary integration across related fields” ( National Research Council, 2004 , p. 6). The related fields usually are understood to be certain social and behavioral sciences. From the perspective of the humanities, the author challenges an emerging view, wide…
Cognitive complexity, the first year of teaching, and mentoring
Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development
Using data drawn from 22 students enrolled in a year-long teacher certification program, the authors explore the analysis of personal teaching metaphors as a means for facilitating the professional development of beginning teachers. Strengths and weaknesses of the approach are identified, and implications for the practice of teacher education discussed
Teacher Education and Teacher Reflectivity
Bullough describes the efforts of a small group of teacher educators to develop a program emphasizing reflectivity. To make reflectivity meaningful and useful for program development purposes, it must be grounded in a conceptual framework. In the quest to produce such a framework four questions were iden tified by the faculty. Each question is ad dressed in the article. Significant lessons learned about the program develop ment process are shared
Paradise Unrealized
Considering progress in establishing partnership or professional development schools, Goodlad (1994) wrote that reports of success tend to be of paradise envisioned, not gained (p. 218). The partnership literature is filled with positive statements written during the formative stages of partnership development, but scholars have begun to take a more sobering view (see Abdul-Haqq, 1998) as the complexity of the undertaking has become more fully ap…
Changing contexts and expertise in teaching
Narrative Reasoning and Teacher Development
To illustrate and explore the power of narrative reasoning in teacher development and as a mode of inquiry, three versions of a story of teacher development are presented. Drawn from a nine-year longitudinal case study, each version is analyzed by both authors, interpretations are compared and contrasted, and lessons are drawn for teachers and teacher-education researchers. Two approaches to narrative reasoning are taken, where individual teacher…
Toward educative communities
The current effort to reform teacher education around the aim of developing reflective teachers is unlikely to make a significant difference unless it is tied to a larger project that challenges the training orientation that dominates our understanding of teaching and schooling. The authors argue that the development of educative communities, based upon an ethic of caring and the establishment of dialogicalrelations, can serve as such an ideal. A…
Toward Reconstructing the Narrative of Teacher Education
Drawing on insights from literary critic and theorist Kenneth Burke, this rhetorical analysis of Preparing Teachers (2010), a publication of the National Research Council, reveals then critiques' key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation. Connections are made between these assumptions and the development and influence of scientism in teacher education…
Would Gary Cooper have been certified
Confronting institutional rationality
In the past few years, several observers have commented on the crisis in the teaching of (Fox-Genovese, 1979; Krug, 1978). Frequently these observers assume that teachers and teacher training institutions bear a large measure of responsibility for the crisis. For example, Krug (1978), while sympathetic to the plight of teachers, observes that one of the essential problems faced in the teaching of history is that some history teachers do not under…
Toward educative communities
The current effort to reform teacher education around the aim of developing reflective teachers is unlikely to make a significant difference unless it is tied to a larger project that challenges the training orientation that dominates our understanding of teaching and schooling. The authors argue that the development of educative communities, based upon an ethic of caring and the establishment of dialogicalrelations, can serve as such an ideal. A…
Teacher Education and Teacher Reflectivity
Bullough describes the efforts of a small group of teacher educators to develop a program emphasizing reflectivity. To make reflectivity meaningful and useful for program development purposes, it must be grounded in a conceptual framework. In the quest to produce such a framework four questions were iden tified by the faculty. Each question is ad dressed in the article. Significant lessons learned about the program develop ment process are shared
Becoming a teacher
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates …
Commentary
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Teaching and nurturing
Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of he…
Exploring Personal Teaching Metaphors in Preservice Teacher Education
The use of metaphor analysis to engage preservice students in an examination of their concep tions of teaching is described. The evolution of three students' metaphors as they proceeded through student teaching illustrates the value of metaphor analysis in helping student teachers maintain their idealism as they confront the realities of classroom teaching. Problems arising from metaphor analysis, including the tendency of some students to offer …
Beginning teacher curriculum decision making, personal teaching metaphors, and teacher education
Emerging as a Teacher
Case records as personal teaching texts for study in preservice teacher education
Continuity and Change in Teacher Development
Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development
Using data drawn from 22 students enrolled in a year-long teacher certification program, the authors explore the analysis of personal teaching metaphors as a means for facilitating the professional development of beginning teachers. Strengths and weaknesses of the approach are identified, and implications for the practice of teacher education discussed
Changing contexts and expertise in teaching
Inclusion
Narrative Reasoning and Teacher Development
To illustrate and explore the power of narrative reasoning in teacher development and as a mode of inquiry, three versions of a story of teacher development are presented. Drawn from a nine-year longitudinal case study, each version is analyzed by both authors, interpretations are compared and contrasted, and lessons are drawn for teachers and teacher-education researchers. Two approaches to narrative reasoning are taken, where individual teacher…
Professional development schools
Long-Term PDS Development in Research Universities and the Clinicalization of Teacher Education
In the past decade, educational reformers have created professional development schools (PDSs) similar to those the Holmes Group (1986) and the Carnegie Forum (1986) advocated. PDSs aims are now commonplace: provide exemplary education for preservice teachers, support continuing professional development of experienced teachers, and involve schools and universities in collaborative research. Underpinning this work is the assumption that school ref…
Thinking about “Thinking about ‘Narrative Reasoning’ ”
We appreciate Annie Davies's response to our article, and we are grateful for the opportunity to respond. Trying to make sense of the various uses of narrative in teacher education research is no small task, and much work still needs to be done. We hope that in some small way our reaction to Annie's piece will nudge this effort along. Annie begins by summarizing our article. She focuses primarily on one of the three narratives we present, the one…
Paradise Unrealized
Considering progress in establishing partnership or professional development schools, Goodlad (1994) wrote that reports of success tend to be of paradise envisioned, not gained (p. 218). The partnership literature is filled with positive statements written during the formative stages of partnership development, but scholars have begun to take a more sobering view (see Abdul-Haqq, 1998) as the complexity of the undertaking has become more fully ap…
Teacher education reform as a story of possibility
Pedagogical content knowledge circa 1907 and 1987
Guidelines for Quality in Autobiographical Forms of Self-Study Research
The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only beca…
Wanted
(2002). Wanted: A Prophetic Pedagogy: A Response to Our Critics. Curriculum Inquiry: Vol. 32, No. 3, pp. 341-347
Teaching as Prophecy
In North America and the United Kingdom, there has been a spate of calls recently for performance or outcomes-based teacher education. The authors argue that although there is a place for technical skills in teacher education, making them the centerpiece of teaching and teacher education overlooks, and even does violence to, the deeper motivations and calling that prompt so many people to become teachers and that also shape not only what they cho…
Psychology (41 obras) · Pedagogy (40 obras) · Sociology (38 obras) · Mathematics education (31 obras) · Teacher Education and Leadership Studies (26 obras) · Teacher education (23 obras) · Political science (22 obras) · Educator Training and Historical Pedagogy (16 obras) · Epistemology (13 obras) · Collaborative Teaching and Inclusion (12 obras)