In Teachers as Learners, a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning.
Arguing that serious and sustained teacher learning is a necessary condition for ambitious student learning, she examines closely how teachers acquire, generate, and use knowledge about teaching over the trajectory of their careers. Together, these essays bear witness to the evolution and development of a body of scholarship about teacher learning in which the author herself played a catalyzing role.
This book beautifully describes the issues and movements in teaching and teacher education in the past 45 years. Yet it is the story of the soul of a teacher educator that most moves me. Sharon Feiman-Nemser’s fascination with how people learn to teach, reflected in the intellectual journey she traces here, has produced insights that continue to enrich the profession. — Mary Diez, dean, School of Education, Alverno College
This compendium of Sharon Feiman-Nemser’s groundbreaking scholarship comprises a conceptual and practical handbook for the study and improvement of teachers’ learning, of the professional practice of teaching, and the enterprise of teachers’ ‘education.’ — From the Foreword by Deborah Loewenberg Ball, dean, School of Education, University of Michigan
Sharon Feiman-Nemser conveys the accumulated insights of her lifetime journey as a teacher, teacher educator, and researcher. The book makes a compelling case for why we must take learning to teach as serious work, and illuminates what that work entails for novice teachers, teacher educators, colleagues, school leaders, and students who have a stake in their success. — Judith Warren Little, dean, Graduate School of Education, University of California, Berkeley
Sharon Feiman-Nemser is a leading voice in the world of teacher education. Teachers as Learners is a must-read for anyone interested in today’s most controversial topics: teacher quality, traditional and alternative routes into teaching, teacher mentoring and induction, and the role of ‘experience’ in learning to teach. — Maryilyn Cochran-Smith, Cawthorne Professor of Teacher Education for Urban Schools, Lynch School of Education, Boston College
No one doubts that it takes great teachers for students to succeed. But many think that any smart and determined person can, in short order, be an effective teacher. In this collection of informed and provocative essays, Sharon Feiman-Nemser reminds us that there are no shortcuts. Truly effective teachers learn their craft over time by observing, experimenting, and reflecting on their practice in rich professional contexts. — Susan Moore Johnson, Jerome T. Murphy Professor of Education, Harvard Graduate School of Education