Socioculturally Situated Narratives as Co-Authors of Student Teachers' Learning from Experience

Autor/in	Philpott, Carey
Titel	Socioculturally Situated Narratives as Co-Authors of Student Teachers' Learning from Experience
Quelle	In: Teaching Education, 25 (2014) 4, S.391-409 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2014.908839
Schlagwörter	Student Teachers; Student Teacher Attitudes; Experiential Learning; Personal Narratives; Teacher Education; Transcripts (Written Records); Beginning Teachers; Professional Identity; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Experiental learning; Erfahrungsorientiertes Lernen; Erlebniserzählung; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; Ausland
Abstract	This paper reports on research into the ways in which student teachers' experiential learning is mediated by socioculturally situated narrative resources. The research uses Wertsch's idea of the narrative template as a co-author of individual narratives. This idea is developed to be useful in the particular context of initial teacher education (ITE). Transcripts from post-lesson observation discussions between student teachers, school-based mentors and university-based tutors are used to analyse the processes by which beginning teachers master the use of narrative templates for making sense of and, therefore learning from, their experiences. This research is put into the context of debates about the centrality of "on the job" learning to ITE and developing interest in recent decades in models of teacher knowledge and teacher learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10