"I Didn't Realize How Hard It Would Be!": Tensions and Transformations in Becoming a Teacher

Autor/in	Sydnor, Jackie
Titel	"I Didn't Realize How Hard It Would Be!": Tensions and Transformations in Becoming a Teacher
Quelle	In: Action in Teacher Education, 39 (2017) 2, S.218-236 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1226202
Schlagwörter	Elementary School Teachers; Longitudinal Studies; Teacher Education; Beginning Teacher Induction; Professional Identity; Stress Variables; Student Teaching; Teacher Attitudes; Qualitative Research; Case Studies; Interviews; Video Technology; Observation; Literacy Education; Coding; Experience; Teaching Methods; Teacher Responsibility; Phonics; Standardized Tests; Grading; Montessori Method + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerausbildung; Lehrerbildung; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Codierung; Programmierung; Erfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Standadised tests; Standardisierter Test; Notengebung; Schulnote; Montessori pedagogics; Montessori-Pädagogik
Abstract	This study explores the experience of becoming an elementary teacher in an educational climate where standardization and accountability increasingly affect what happens in classrooms across the country by following two beginning teachers. Specifically, this longitudinal study in which two first-year teachers' stories are analyzed and restoried explores the tensions involved in becoming a teacher. This research, which focuses on the transition from student to teacher, illuminates the multiple discourses beginning teachers must negotiate as they determine the kind of teacher they will become. Based on the findings, recommendations are provided for how teacher education programs can better prepare beginning teachers, particularly those operating in reductive classrooms and forced to implement standardized curriculum. These implications for practice include (1) encouraging preservice teachers to be thoughtfully adaptive by creating and revising clear visions, (2) consciously creating zones of contact in which preservice teachers gain practical experience navigating competing discourses, and (3) critically examining field placements for preservice teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01