Tom Russell looking at the camera in a hallway

Tom Russell

Professor Emeritus of Science Education and Teacher Development

People Directory Affiliation Category

AB (Cornell), MAT (Harvard), PhD (Toronto)

Professor of Science Education and Teacher Development, Graduate Faculty

Research Interests

  • Learning to teach
  • Science education
  • Self-study of teacher education practices
  • Action research
  • Improvement of teaching

Recent Publications

Books

Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012). Beginning teaching: Stories from the classroom. Dordrecht, The Netherlands: Springer.

Bullock, S. M., & Russell, T. (Eds.) (2012). Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.

Kitchen, J., & Russell, T. (Eds.) (2012). Canadian perspectives on the self-study of teacher education practices (Vol. 2 in the CATE Polygraph Series). Ottawa, ON: Canadian Association for Teacher Education. Available online at https://sites.google.com/site/cssecate/polygraph-book-series

Chapters in Books

Russell, T., & Martin, A. K. (2017). Reflective practice: Epistemological perspectives on learning from experience in teacher education. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education. Dordrecht, The Netherlands: Springer.

Russell, T., & Martin, A. K. (2017). Teacher education needs an epistemology of practice. In J. Mena et al. (Eds.), Search and research: Teacher education for contemporary contexts (pp. 111-118). Salamanca: Ediciones Universidad Salamanca.

Russell, T. (2014). Paradigmatic changes in teacher education: The perils, pitfalls and unrealized promise of the reflective practitioner. In R. Bruno-Jofré and J. S. Johnston (Eds.), Teacher education in a transnational world (pp. 158-176). Toronto, ON: University of Toronto Press.

Russell, T. (2014). One teacher educator’s career-long development of a pedagogy of reflection. In L. Orland-Barak & C. J. Craig (Eds.), International teacher education: Promising pedagogies (Part A) (pp. 55-72). Bingley, UK: Emerald Group.

Russell, T., & Martin, A. K. (2014). Learning to teach science. In N. Lederman & S. Abell (Eds.), Handbook of research on science education, Volume II. London, UK: Routledge.

Russell, T., & Bullock, S. M. (2013). Developing experience-based principles of practice for teaching teachers. In M. A. Flores, A. A. Carvalho, F. Ferreira, & T. Vilaça (Eds.) Back to the future: Legacies, continuities and changes in educational policy, practice and research (pp. 207-218). Rotterdam, The Netherlands: Sense Publishers.

Russell, T., & Martin, A. K. (2013). Challenges to promoting quality in preservice practicum experiences. In M. A. Flores, A. A. Carvalho, F. Ferreira, & T. Vilaça (Eds.), Back to the future: Legacies, continuities and changes in educational policy, practice and research (pp. 219-230). Rotterdam, The Netherlands: Sense Publishers.

Russell, T. (2013). Inspirations and challenges for innovation in teacher education. In K. Goodnough, G. Galway, C. Badenhorst, & R. Kelly (Eds.), Inspiration and innovation in teaching and teacher education (pp. 171-184). Lanham, MD: Lexington Books.

Loughran, J., Korthagen, F, & Russell, T. (2013). Teacher education that makes a difference: Developing foundational principles of practice. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 597-613). Bradford, UK: Emerald Group.

Russell, T., Martin, A., O’Connor, K., Bullock, S., & Dillon, D. (2013). Comparing fundamental conceptual frameworks for teacher education in Canada. In L. Thomas (Ed.), What is Canadian about teacher education in Canada? Multiple perspectives on Canadian teacher education in the twenty-first century (pp. 10-36). Canadian Association for Teacher Education/Association Canadienne pour la Formation à l’enseignement. Published online at https://sites.google.com/site/cssecate/fall-working-conference

Russell, T. (2012). Science teacher education, self-study of teacher education practices, and the reflective turn. In S. M. Bullock, & T. Russell (Eds.), Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.

Russell, T. (2012). Secondary science teacher education. In R. Gunstone (Ed.), Encyclopedia of science education. SpringerReference (www.springerreference.com). Springer-Verlag Berlin Heidelberg, 0. DOI: 10.1007/SpringerReference_303100 2012-10-01 00:35:19 UTC.

Brown, C. L., & Russell, T. (2012). A collaborative self-study of a physics teacher’s first two years of teaching. In S. M. Bullock, & T. Russell, (Eds.) (2012). Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.
 

Articles in Refereed Publications

Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14. doi: 10.1080/02619768.2017.1395852

Russell, T. (2017). Improving the quality of practicum learning: Self-study of a faculty member’s role in practicum supervision. Studying Teacher Education, 13(2), 193-209. doi: 10.1080/17425964.2017.1342358

Russell, T. (2014). La práctica en la formación de profesores: tensiones y posibilidades en la experiencia de aprender a enseñar. Estudios pedagógicos, 40(Especial), 223-238.

Russell, T., & Martin, A. K. (2013). Preservice teacher education. Oxford Bibliographies [online; see http://www.oxfordbibliographies.com/obo/page/education#3].

Russell, T. (2013). Has reflective practice done more harm than good in teacher education? Phronesis, 2(1), 80-88. doi: 10.7202/1015641ar

Russell, T. (2012). Cambios paradigmáticos en la formación de profesores: Peligros, trampas y la promesa no cumplida del profesional reflexive. [Paradigmatic changes in teacher education: The perils, pitfalls, and unrealized promise of the reflective practitioner] Encounters/Encuentros/Rencontres on Education, 13: 71-91.

Russell, T., & Bullock, S. M. (2011). From talk to experience: Transforming the pre-service physics methods course. Brock Education, 20(1), 19-33.