"This School Is a Terrible Place. The Kids Don't Listen": Contextual Influences on Preservice Teachers' Professional Growth in an Early Field Placement.

Autor/inn/en	Richards, Janet C.; und weitere
Titel	"This School Is a Terrible Place. The Kids Don't Listen": Contextual Influences on Preservice Teachers' Professional Growth in an Early Field Placement.
Quelle	(1994), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Context Effect; Elementary Education; Field Experience Programs; Higher Education; Language Arts; Longitudinal Studies; Methods Courses; Preservice Teacher Education; Professional Development; Qualitative Research; Reading Instruction; Student Development; Student Experience; Student Teaching; Teacher Behavior; Teacher Education Programs; Urban Schools + Suchen Sie Ihr Suchwort? Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Leseunterricht; Studienerfahrung; Teaching practice; Unterrichtspraxis; Teacher behaviour; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this longitudinal qualitative inquiry was to describe the socially constructed, negotiated, and contextual nature of an early field placement in an urban elementary school. The objectives were to document subtle changes over time in preservice teachers' reading/language arts subject matter knowledge and teaching beliefs and behaviors in an early field placement, and to determine how the contextual influences of an urban elementary school contribute to these changes in both positive and negative ways. The participants in the study were 75 elementary education majors enrolled in a reading/language arts methods block designated as an early field experience. Data sources were formal and informal observations, interviews, field notes, dialogue journals, final reflective statements, and interpretations of researcher-devised illustrations depicting teaching methods. Results indicated that most of the preservice teachers experienced increasing frustrations after a few teaching sessions, became preoccupied with group management concerns, did not construct knowledge about reading/language arts until the end of the semester, developed a sense of responsibility and concern for students' instructional and emotional needs, came to value the field experience, experienced a decrease in prejudice towards culturally diverse and at-risk students, and became more flexible. Educational implications are discussed. (Contains 25 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC