Teaching Grammar and Writing: A Beginning Teacher's Dilemma

Autor/inn/en	Smagorinsky, Peter; Wilson, Amy Alexandra; Moore, Cynthia
Titel	Teaching Grammar and Writing: A Beginning Teacher's Dilemma
Quelle	In: English Education, 43 (2011) 3, S.262-292 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Student Teaching; High Schools; Rural Schools; Grammar; Writing Instruction; Concept Formation; English Teachers; Beginning Teachers; Case Studies; Longitudinal Studies; Sociocultural Patterns; Teaching Methods; Teaching Styles; Teaching Experience + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; High school; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Grammatik; Schreibunterricht; Concept learning; Begriffsbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	This longitudinal case study follows one high school English teacher's path of concept development over a two-year period encompassing her student teaching and first year of full-time teaching, both at the same rural school in the southeastern United States. The authors use a sociocultural theoretical framework emerging from the work of Vygotsky to focus on the construction of activity settings and the ways in which settings help to shape concept development. In particular, the analysis finds the teacher drawing on apparently inconsistent pedagogical traditions and their associated mediational tools: one centered on a teacher's authoritarian control of the curriculum and adherence to formal properties of texts and one centered on students' interests and their agency in learning. (Contains 1 table.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10