Deborah P. Britzman - Practice Makes Practice: A Critical Study of Learning to Teach
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Practice Makes Practice: A Critical Study of Learning to Teach
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While the research on teacher education continues to proliferate, Practice Makes Practice remains the disciplines indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. The completely revised introduction presents a refined and further developed theoretical framework and analysis, discussing why we might to a study of teaching and learning. Also included in this updated edition is an insightful hidden chapter that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession.
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SUNY SERIES, TEACHER EMPOWERMENT AND SCHOOL REFORM
HENRY A. GIROUX AND PETER L. MCLAREN, EDITORS
Page iii
Practice Makes Practice
A Critical Study of Learning to Teach
Deborah P. Britzman
Foreword by Maxine Greene
STATE UNIVERSITY OF NEW YORK PRESS
Page iv
Published by State University of New York Press, Albany
1991 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews.
For information, address State University of New York Press, State University Plaza, Albany, N.Y. 12246
Library of Congress Cataloging-in-Publication Data
Britzman, Deborah P., 1952 Practice makes practice: a critical study of learning to teach / Deborah P. Britzman: foreword by Maxine Greene. p. cm.(SUNY series, teacher empowerment and school reform) Includes bibliographical references and index. ISBN 0-7914-0568-0 (alk. paper).ISBN (invalid) 0-7914-0569-9 (pbk.: alk. paper) 1. High school teachersTraining ofUnited States. 2. Student teachingUnited States. I. Title. II. Series: Teacher empowerment and school reform. LB1715.B73 1991 370.7330973dc20 90-37229 CIP 10 9 8
Page v
For my mother Alice J. Lerman
Page vii
Contents
Foreword
ix
Acknowledgments
xiii
1. Contradictory Realities in Learning to Teach
1
2. The Structure of Experience and the Experience of Structure in Teacher Education
28
3. Narratives of Student Teaching: The Jamie Owl Stories
61
4. Narratives of Student Teaching: The Jack August Stories
116
5. Discourses of the Real in Teacher Education: Stories from Significant Others
170
6. Practice Makes Practice: The Given and the Possible in Teacher Education
220
Notes
245
Bibliography
265
Index
277
Page ix
Foreword
Centering on the lived experiences of student teachers, this book sends out rays of surprising light towards the enterprise of teacher education today. Doing so, it transfigures what is often conceived of as a nesting of commonplaces. We are made witness to the drama, indeed the agon, of human beings constructing their identities as teachers in situations marked by tension between what seems given or inalterable and what may be perceived as possibility.
Deborah Britzman is a critical ethnographer and a scholar of discourse and literature. At once, she is a person who is herself in process. Through a wonderfully accessible language of her own, she makes herself present in these pages as observer, critic, questioner, listener, and co-learner with the student teachers she describes. Because she herself is so atuned to the polyphony in the schools and the surrounding culture, to what Mikhail Bakhtin called the "heteroglossia" that has so much to do with our becoming, she is able to avoid the authoritative voice. She engages her readers in an ongoing dialogue about how we choose to be together and, in our emergent communities, resist passivity and injustice as we learn what it is to teach.
This is the kind of open text that will not permit cloture, even on the part of those of us who come to it. We cannot read many pages and assert that we know what it signifies to make meaning and to relate to the world around, to what we "read" as real. It follows that we cannot summon up comfortable answers to questions having to do with the contest between what the technological society demands of its teachers and the personal visions of those teachers, their often repressed notions of what is desirable and what
Page x
ought to be. Nor can we easily resolve the conflicts that arise when teachers confront what they recognize as privileged knowledge based on relations of power in the silent awareness that there are alternative ways of knowing and seeing that might allow for what this author calls "internally persuasive discourse." Engaging with her interpretations of teachers trying to break with subject/object separations, trying to reposition themselves with regard to what belittles and constrains, we find our own horizons being modified. The accounts of people's changing relationships to one another, to language and to power, may lead to new events in our own understanding. There is no final solution; there is no packageable remedy. There is only more and more critical reading of the texts of action, the texts of practice, the texts of learning to learn.
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