Beginning teachers : : reviewing disastrous lessons / / edited by Michael Crowhurst, School of Education, RMIT University, Australia.

• TeilnehmendeR: Crowhurst, Michael,
• Place / Publishing House: Rotterdam, The Netherlands : : Sense Publishers,, [2015]; ©2015
• Year of Publication: 2015
• Edition: 1st ed. 2015.
• Language: English
• Physical Description: 1 online resource (118 p.)
• Notes: Description based upon print version of record.
• Other title: Preliminary Material /; Beginning Teachers Reviewing Disastrous Lessons /; A Different Reality Check /; A Disaster – ‘Working’ on Our Assessment Task 7C Egypt /; Sideline One – Double Thematic Analysis /; The Class that Didn’t Quite Work /; English Exam Prep /; Sideline Two – Performativity as Analysis /; VCAL /; Success? Debatable /; Critical Refl ection on James Paul Gee /; What to Teach When You’re Not Wearing Black /; Sideline – Autoethnographic Analysis /; The Black Hole /; Reflecting on Curriculum Design /; The Lesson from Hell /; Davis, Sumara and Luce-Kapler’s Engaging Minds /; Limitations and Possibilities – A Fine Line between Success and Chaos /; Sideline – Assemblage as Analysis /; Carteret Islands Disastrous Lesson /; Relevance and Connection – My Disastrous Lesson /; Conclusion /; About the Contributors /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9463000739
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Michael Crowhurst, School of Education, RMIT University, Australia.

In this collection of narratives, beginning teachers describe and reflect on critical incidents – classes that didn't quite go to plan. These experiences are recalled in a general way and all names and locations are fictionalized. Each narrative, while situated in a classroom, focuses on the experience of the teacher/author and sheds light on their thinking as they work through the complex event they are remembering. Beginning teachers then imagine how they might approach a similar situation in the future. While developing reflective practice techniques can support and enhance individual practice when these accounts are shared with others there is some scope for enhancing educative experiences generally. There is a long tradition of reflective practice writing in education, and this small workbook aims to make a contribution to this genre. Each reflective practitioner narrative is followed with an invitation to discussion section and periodically through the workbook sideline methodologies are introduced that readers can use to support further analysis. The beginning teacher narratives are authentic, complex and alive and as a consequence they will generate lively discussion in tutorial spaces with beginning teachers. The materials are informed by various strands of poststructural and critical theory and therefore they are intended to reflect a dialogic stance – rather than signpost specific directions.