Viv Ellis is Professor and Dean of the Faculty of Education at Monash University, Australia.Janet Orchard is a Senior Teaching Fellow in the Graduate School of Education at the University of Bristol, UK.

• List of Figures and TablesContributorsAcknowledgements1. Learning to Teach ‘From Experience’: Towards a Genealogy of the Ideas, Viv Ellis (Brunel University, UK) and Janet Orchard (University of Bristol, UK)Part I: Multiple Perspectives on Learning Teaching from Experience2. Acculturation or Innovation in Experiential Learning? Pedagogical Practices of Teachers on an Alternative Certification Programme, Daniel Muijs (University of Southampton, UK)3. Learning from Experience in Teaching: A Cultural Historical Critique, Anne Edwards (University of Oxford, UK)4. The Rhetorics of Experience and 'The Importance of Teaching', Tom Are Trippestad (Bergen University College, Norway)5. Learning from Experience: A Teacher-Identity Perspective, Brad Olsen (University of California, Santa Cruz, USA)6. Teachers’ Storied Experiences: Rules or Tools for Action?, Eli Ottesen (University of Oslo, Norway)7. Already at Work in the World: Fictions of Experience in the Education of Teachers, Madeleine Grumet (University of North Carolina, USA)Part II: Perspectives in International Contexts8. The Authority of Experience, Deficit Discourse and Teach for America: The Risks for Urban Education, Heidi Pitzer (Syracuse University, USA)9. Restoring Higher Education’s Mission in Teacher Education: A Global Challenge from a Canadian Perspective, Elizabeth Sloat (University of New Brunswick, Canada), Ann Sherman (University of New Brunswick, Canada), Theodore Christou (Queen's University, Canada), Mark Hirschkorn (University of New Brunswick, Canada), Paula Kristmanson (University of New Brunswick, Canada), Lynn Lemisko (University of Saskatchewan, Canada) and Alan Sears (University of New Brunswick)10. Experience as a Contextual Basis to Connect Professional Concerns and Conditions of Practice: A Case Study of Teachers Implementing a Curricular Reform in Italy, Paolo Sorzio (University of Trieste, Italy)11. Learning from Experience as Continual Processes of Design: A Norwegian Case Study, Anne Line Wittek (Vestfold University College, Norway)12. Vertical Integration as a Mode of Production: Teachers' Resistance to the Business of Teaching, Torie Weiston-Serdan (Claremont Graduate University, USA) and Sheri-Dorn Giarmoleo (The Los Angeles Public Schools, USA) Part III: The Experience of Learning to Teach English, Maths and Science13. Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency, Lauren Gatti (University of Nebraska, USA)14. Developing Knowledge for Teaching from Experience: Mathematics Teaching and Professional Development in the United States of America, Erik Jacobson (University of Georgia, USA)15. Creating a Shared Pedagogical Language: Interpreting How Teacher Candidates Learn from Experiences in a Science Methods Course, Shawn Bullock (Simon Fraser University, Canada)Afterword: Teacher Education and the Politics of Experience, Ken Zeichner (University of Washington, USA)Part IV: Afterword16. The Politics of Learning to Teach from Experience, Ken Zeichner (University of Washington, USA)Index

This book unpacks fundamental issues of teacher identity, practice and development and, in doing so, helps to define what professionalism means for educators ... Very timely - and therefore politically aware.

Viv Ellis is Professor and Dean of the Faculty of Education at Monash University, Australia.Janet Orchard is a Senior Teaching Fellow in the Graduate School of Education at the University of Bristol, UK.

• List of Figures and TablesContributorsAcknowledgements1. Learning to Teach ‘From Experience’: Towards a Genealogy of the Ideas, Viv Ellis (Brunel University, UK) and Janet Orchard (University of Bristol, UK)Part I: Multiple Perspectives on Learning Teaching from Experience2. Acculturation or Innovation in Experiential Learning? Pedagogical Practices of Teachers on an Alternative Certification Programme, Daniel Muijs (University of Southampton, UK)3. Learning from Experience in Teaching: A Cultural Historical Critique, Anne Edwards (University of Oxford, UK)4. The Rhetorics of Experience and 'The Importance of Teaching', Tom Are Trippestad (Bergen University College, Norway)5. Learning from Experience: A Teacher-Identity Perspective, Brad Olsen (University of California, Santa Cruz, USA)6. Teachers’ Storied Experiences: Rules or Tools for Action?, Eli Ottesen (University of Oslo, Norway)7. Already at Work in the World: Fictions of Experience in the Education of Teachers, Madeleine Grumet (University of North Carolina, USA)Part II: Perspectives in International Contexts8. The Authority of Experience, Deficit Discourse and Teach for America: The Risks for Urban Education, Heidi Pitzer (Syracuse University, USA)9. Restoring Higher Education’s Mission in Teacher Education: A Global Challenge from a Canadian Perspective, Elizabeth Sloat (University of New Brunswick, Canada), Ann Sherman (University of New Brunswick, Canada), Theodore Christou (Queen's University, Canada), Mark Hirschkorn (University of New Brunswick, Canada), Paula Kristmanson (University of New Brunswick, Canada), Lynn Lemisko (University of Saskatchewan, Canada) and Alan Sears (University of New Brunswick)10. Experience as a Contextual Basis to Connect Professional Concerns and Conditions of Practice: A Case Study of Teachers Implementing a Curricular Reform in Italy, Paolo Sorzio (University of Trieste, Italy)11. Learning from Experience as Continual Processes of Design: A Norwegian Case Study, Anne Line Wittek (Vestfold University College, Norway)12. Vertical Integration as a Mode of Production: Teachers' Resistance to the Business of Teaching, Torie Weiston-Serdan (Claremont Graduate University, USA) and Sheri-Dorn Giarmoleo (The Los Angeles Public Schools, USA) Part III: The Experience of Learning to Teach English, Maths and Science13. Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency, Lauren Gatti (University of Nebraska, USA)14. Developing Knowledge for Teaching from Experience: Mathematics Teaching and Professional Development in the United States of America, Erik Jacobson (University of Georgia, USA)15. Creating a Shared Pedagogical Language: Interpreting How Teacher Candidates Learn from Experiences in a Science Methods Course, Shawn Bullock (Simon Fraser University, Canada)Afterword: Teacher Education and the Politics of Experience, Ken Zeichner (University of Washington, USA)Part IV: Afterword16. The Politics of Learning to Teach from Experience, Ken Zeichner (University of Washington, USA)Index

This book unpacks fundamental issues of teacher identity, practice and development and, in doing so, helps to define what professionalism means for educators ... Very timely - and therefore politically aware.

Viv Ellis is Professor and Dean of the Faculty of Education at Monash University, Australia.Janet Orchard is a Senior Teaching Fellow in the Graduate School of Education at the University of Bristol, UK.

• List of Figures and TablesContributorsAcknowledgements1. Learning to Teach ‘From Experience’: Towards a Genealogy of the Ideas, Viv Ellis (Brunel University, UK) and Janet Orchard (University of Bristol, UK)Part I: Multiple Perspectives on Learning Teaching from Experience2. Acculturation or Innovation in Experiential Learning? Pedagogical Practices of Teachers on an Alternative Certification Programme, Daniel Muijs (University of Southampton, UK)3. Learning from Experience in Teaching: A Cultural Historical Critique, Anne Edwards (University of Oxford, UK)4. The Rhetorics of Experience and 'The Importance of Teaching', Tom Are Trippestad (Bergen University College, Norway)5. Learning from Experience: A Teacher-Identity Perspective, Brad Olsen (University of California, Santa Cruz, USA)6. Teachers’ Storied Experiences: Rules or Tools for Action?, Eli Ottesen (University of Oslo, Norway)7. Already at Work in the World: Fictions of Experience in the Education of Teachers, Madeleine Grumet (University of North Carolina, USA)Part II: Perspectives in International Contexts8. The Authority of Experience, Deficit Discourse and Teach for America: The Risks for Urban Education, Heidi Pitzer (Syracuse University, USA)9. Restoring Higher Education’s Mission in Teacher Education: A Global Challenge from a Canadian Perspective, Elizabeth Sloat (University of New Brunswick, Canada), Ann Sherman (University of New Brunswick, Canada), Theodore Christou (Queen's University, Canada), Mark Hirschkorn (University of New Brunswick, Canada), Paula Kristmanson (University of New Brunswick, Canada), Lynn Lemisko (University of Saskatchewan, Canada) and Alan Sears (University of New Brunswick)10. Experience as a Contextual Basis to Connect Professional Concerns and Conditions of Practice: A Case Study of Teachers Implementing a Curricular Reform in Italy, Paolo Sorzio (University of Trieste, Italy)11. Learning from Experience as Continual Processes of Design: A Norwegian Case Study, Anne Line Wittek (Vestfold University College, Norway)12. Vertical Integration as a Mode of Production: Teachers' Resistance to the Business of Teaching, Torie Weiston-Serdan (Claremont Graduate University, USA) and Sheri-Dorn Giarmoleo (The Los Angeles Public Schools, USA) Part III: The Experience of Learning to Teach English, Maths and Science13. Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency, Lauren Gatti (University of Nebraska, USA)14. Developing Knowledge for Teaching from Experience: Mathematics Teaching and Professional Development in the United States of America, Erik Jacobson (University of Georgia, USA)15. Creating a Shared Pedagogical Language: Interpreting How Teacher Candidates Learn from Experiences in a Science Methods Course, Shawn Bullock (Simon Fraser University, Canada)Afterword: Teacher Education and the Politics of Experience, Ken Zeichner (University of Washington, USA)Part IV: Afterword16. The Politics of Learning to Teach from Experience, Ken Zeichner (University of Washington, USA)Index

This book unpacks fundamental issues of teacher identity, practice and development and, in doing so, helps to define what professionalism means for educators ... Very timely - and therefore politically aware.