Powerful Pedagogy: Self-Study of a Teacher Educator¿s Practice is the outcome of the author¿s systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author¿s pedagogy as a mathematics teacher educator. Using self-study as both a lens and a methodology to research her practice over the past three years, the author examines the impact of reflection and reflective practice in pre-service teacher education; voice, silence and that which remains ¿unsaid¿; the ways in which teacher identities emerge and develop, and the role of authority and power in learning about teaching.

PART ONE: Researching Teaching in Teacher Education Chapter One: A New Professionalism Chapter Two: Understanding the 'underbelly': Making sense of theory Chapter Three: Self-Study of Practice Chapter Four: Designing my Self-Study Research PART TWO: Learners Learning Chapter Five: Learning about Reflection in Teaching Chapter Six: Roundtable Reflection Chapter Seven: Understanding the 'unsaid': Deconstructing silence and reconstructing self Chapter Eight: Developing our Authority of Experience: Pre-service teachers and teacher educator as 'co-learners' PART THREE: Powerful Pedagogy Chapter Nine: Learning through Self-Study Chapter Ten: From Personal Pedagogy to the broader Teacher Education Context Appendix 1: Overview of research design/data gathering tools Appendix 2: Transcription of Roundtable Data Appendix 3: Organization and Analysis of the Critical Incident Questionnaire Data Appendix 4: Pre-service teachers¿ reflections on Assumptions Appendix 5: Data organization: 'Exploring silence/dominant voices' References Subject Index Author Index