Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization

Autor/in	Crawford-Garrett, Katherine
Titel	Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization
Quelle	In: Action in Teacher Education, 38 (2016) 3, S.240-258 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1194782
Schlagwörter	Methods Courses; Teacher Education; Teacher Education Programs; Alternative Teacher Certification; Reading Instruction; Elementary Education; Emergent Literacy; Literacy Education; Elementary School Teachers; Educational Quality; Teacher Effectiveness; Focus Groups; Interviews; Professional Autonomy; Urban Education; Curriculum Design; Urban Schools; Educational Change; Public Schools; Elementary School Students; Teacher Educators + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Lehrerausbildung; Lehrerbildung; Leseunterricht; Elementarunterricht; Frühleseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Berufsfreiheit; Stadtteilbezogenes Lernen; Lehrplangestaltung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Public school; Öffentliche Schule; Teacher education; Education
Abstract	This article highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author illustrates how each of these issues can be traced to the institutions that socialized the corps members into the profession and then draws on practitioner inquiry methodology to describe two possible pedagogical responses. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01