Recitation and Reasoning in Novice History Teachers' Use of Writing

Autor/inn/en	Monte-Sano, Chauncey; Harris, Kristen
Titel	Recitation and Reasoning in Novice History Teachers' Use of Writing
Quelle	In: Elementary School Journal, 113 (2012) 1, S.105-130 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Evidence; Literacy; Teaching Methods; Novices; Classrooms; History Instruction; Writing (Composition); Writing Instruction; Social Studies; Classroom Observation Techniques; Interviews; Middle School Students; Middle School Teachers; Case Studies; Teacher Education; Adolescents; Teacher Education Programs; Writing Assignments + Suchen Sie Ihr Suchwort? Evidenz; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Classroom; Klassenraum; History lessons; Geschichtsunterricht; Schreibübung; Schreibunterricht; Gemeinschaftskunde; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Using artifacts of teachers' practices, classroom observations, and interviews, we explore how 2 novice history teachers use writing in their middle school classrooms. Both teachers focused on evidence-based, interpretive writing in their preservice work, an approach promoted by their methods courses. After graduation, one teacher continued this focus and improved his ability to scaffold his students' essay writing. The second teacher emphasized summary of content and proper formatting in her use of writing, although some of her assignments integrated evidence-based interpretive writing. These case studies illustrate how 2 similarly prepared teachers convey entirely different notions of history through their use of writing. These teachers' school contexts and disciplinary understandings influence their use of writing. Their experiences make the case for integrating general literacy skills with disciplinary literacy and practicing historical writing instruction in different contexts during teacher education in order to meet the demands novices face in diverse school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10