the good teacher dominant discourses in teaching and teacher education：（好老師的主導(dǎo)話語教學(xué)和教師教育）

TheGoodTeacherTheGoodTeacherwillhelpteachers,studentteachers,teachertrainersandothersinterestedinthesociologyandpsychologyofeducationtoexploreandmakebettersenseofprofessionalpracticebyexaminingthatpracticeinthecontextofpopularviewsastowhatconstitutesgoodteaching.Thebookidentiesandelaboratesthreedominantdiscoursesofgoodteaching:.thecompetentcraftsperson,currentlyfavouredbycentralgovernments.thereectivepractitioner,whocontinuestogetwidespreadsupportamongteachertrainersandeducators.thecharismaticsubject,whosepopularappealisevidencedinlmicandothermediarepresentationsofteaching.Allofthesediscoursesarecritiquedonthebasisoftheircapacitybothtohelpandtohinderimprovedpracticeandunderstandingsofpractice.Inparticular,itisarguedthatthediscoursesallhaveatendency,ifnotchecked,toover-emphasisetheindividualteachersorstudentteachersresponsibilityforsuccessfulandunsuccessfulclassroomencounters,andtounderstatetheroleofthewidersocietyandeducationsystemsinsuchsuccessesandfailures.TheGoodTeacherwillbeofinteresttoallthoseintheteachingprofes-sionandthoseconsideringteachingasacareer.Itoffersadviceandsupport,anddirectsteacherstowardsabetterunderstandingoftheself-as-practitioner.AlexMooreiscurrentlyaSeniorLecturerinCurriculumStudiesattheInsti-tuteofEducation,UniversityofLondon.TheGoodTeacherDominantdiscoursesinteachingandteachereducationAlexMooreFirstpublished2004byRoutledgeFalmer11NewFetterLane,LondonEC4P4EESimultaneouslypublishedintheUSAandCanadabyRoutledgeFalmer29West35thStreet,NewYork,NY10001RoutledgeFalmerisanimprintoftheTaylortoAndyAsh,myco-researcherontheLondonUniversity-fundedstudyDevelopingReectivePracticeinBeginningTeachers,forhiswisdom,friendshipandsupportthroughdif-culttimesandforhisgenerosityinallowingmetomakeuseofshareddataformyownends;tomylong-sufferingwifeandchildrenforputtingupwiththegrumpinessandabsenteeismthatinvariablyaccompanythissortofactivity;toAnnaClarksonatRoutledgeFalmerforaskingmetowritethebookintherstplace,forencouragingme,withhabitualgoodhumourandreasonableness,tostickatitwhenthegoinggottough,andforhelpingtoturnmyinitial,confusedattemptsintoamorereadabletext;totheteachersandstudentteacherswithoutwhosearticulatetestimoniesthisbookwouldneverhavebeenwritten;totheESRCandtheUniversityofLondon,whosegrantsmadepossibletwoofthethreeresearchprojectsonwhichIhavedrawninsupportofmyargument;toDavidHalpin,GwynEdwardsandRosalynGeorgeforbeingcriticalfriendsandforallowingmetousedatacollectedandanalysedasateamontheProfessionalIdenti-tiesProject;andtoallmyotherwonderfulcolleaguesandstudentsattheInstituteofEducationandatGoldsmithsCollegefortheirsupport,inspira-tion,toleranceandwisdomovertheyears.Someofthematerialinthisbookhasappearedelsewhereinotherguises,andIamadditionallygratefultovariouseditorsforapprovingreproductionofthis,albeitinmodiedform.Specically,someofmysuggestionsregard-ingcharisma,competence,reectivepracticeandreexivityappearinacondensedforminChapter8ofM.Hammersley(ed.)ResearchingSchoolExperience(FalmerPress,1999)andinChapter5ofA.Moore,TeachingandLearning:Pedagogy,Curri