Literaturnachweis - Detailanzeige
| Autor/inn/en | Margolin, Ilana; Ezer, Hanna; Karton, Rachel |
|---|---|
| Titel | Constructing a Professional Community of Teacher Educators during a Curriculum-in-Action Process. |
| Quelle | (2000), (31 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Development; Discourse Communities; Elementary Secondary Education; Foreign Countries; Higher Education; Participative Decision Making; Preservice Teacher Education; Teacher Collaboration; Teacher Educators; Israel |
| Abstract | A study examined a group of Israeli teacher educators who met to develop a new integrative curriculum, investigating characteristics of the curriculum development process and of the planning group as a professional discourse community. Data sources included transcripts of 26 conferences throughout the year, participant interviews, and participant journals. Overall, the group evolved as a professional discourse community, displaying features such as supportive, shared leadership; shared vision and values; collective creativity; de-privatized practice; focus on student learning; and reflective dialogue. Outcomes for participants and the organization supported the contention that training-on-the-job that moves from practice to theory and back to practice and occurs in group context is gaining dominance in teacher training. The integrative curriculum-development-in-action process was new for most participants, and it generated knowledge construction leading to changes in practice. There were conflicts between teachers' visions of the group's role and the experts' visions of group goals. The community of learners provided support for teachers, helping them make personal decisions at various stages of the process in respect to many issues. The process significantly enhanced the autonomy of some while causing anxiety to those who had difficulty adapting to required flexibility, dynamic changes, and commitment. Contains 19 references. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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