Practical Knowledge and Teacher Reflection from a Practice-Based Literacy Teacher Education Program in the First Years: A Longitudinal Study

Autor/inn/en	Wetzel, Melissa Mosley; Hoffman, James V.; Roach, Audra K.; Russell, Katie
Titel	Practical Knowledge and Teacher Reflection from a Practice-Based Literacy Teacher Education Program in the First Years: A Longitudinal Study
Quelle	In: Teacher Education Quarterly, 45 (2018) 1, S.87-111 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Knowledge Base for Teaching; Reflection; Teacher Education Programs; Longitudinal Studies; Case Studies; Preservice Teachers; Preservice Teacher Education; Literacy Education; Qualitative Research; Elementary School Teachers; Grounded Theory; Beginning Teachers; Interviews; Texas + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Interviewing; Interviewtechnik
Abstract	This longitudinal study explores how one university's practice-based teacher preparation program prepared literacy teachers to develop practical knowledge for teaching and how that knowledge was tested and adapted in the first years of teaching. To understand change, we identified and analyzed points of tension, challenge, or dissonance in the first years, within and across activity systems. We draw on a cross-case analysis and examples from two single cases to explain our assertions that trying on models of practice and developing reflective routines allowed teachers to make strategic choices to accommodate and resist particular practices in their school contexts. Implications include designing practicum experiences to include opportunities to reflect on tensions between activity systems from University practical experiences through the first years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01