This book captures the excitement and difficulties of self-study of
teacher education practices and places it at the forefront of approaches
to practitioner inquiry. It explores the pedagogical relationship
between prospective teachers and the teacher educator.
The nature of the knowledge of teacher education practice that is
developed from the study is conceptualized as a series of tensions that
influence teacher educators' learning about their practice. The book
illustrates how the notion of tensions can act as an important means for
both analyzing practice and articulating the professional knowledge that
comprises a pedagogy of teacher education.