Deficits, Therapists, and a Desire to Distance: Secondary English Preservice Teachers' Reasoning about Their Future Students

Autor/inn/en	Petrone, Robert; Lewis, Mark A.
Titel	Deficits, Therapists, and a Desire to Distance: Secondary English Preservice Teachers' Reasoning about Their Future Students
Quelle	In: English Education, 44 (2012) 3, S.254-287 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Preservice Teachers; Teacher Role; Adolescents; Secondary School Students; Age Differences; Social Distance; Critical Theory; Education Courses; Professional Identity; Secondary School Teachers; Teacher Attitudes; Teacher Expectations of Students; Teacher Student Relationship; Preservice Teacher Education; English Instruction; English Teachers; Discourse Analysis; Qualitative Research; Surveys; Grounded Theory + Suchen Sie Ihr Suchwort? Lehrerrolle; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Kritische Theorie; Fortbildungskurs; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Qualitative Forschung; Survey; Umfrage; Befragung
Abstract	This article explores how secondary English preservice teachers reason about their future students and the consequences these systems of reasoning have for their thinking about pedagogy and their roles as teachers. By examining these systems of reasoning, this article helps to denaturalize normalized discourses about adolescence--discourses that oftentimes help to name and position young people in powerful, predictable, and problematic ways. Finally, this article suggests ways English teacher educators might create spaces for preservice literacy teachers to rethink how their experiences with adolescents are always mediated and produced by discourses that authorize how young people are known and acted upon. (Contains 1 table and 1 note.) (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