Literaturnachweis - Detailanzeige
| Autor/inn/en | Fecho, Bob; Coombs, Dawan; Stewart, Trevor Thomas; Hawley, Todd S. |
|---|---|
| Titel | Novice teachers embracing wobble in standardized schools. Using dialogue and inquiry for self-reflection and growth. |
| Quelle | New York, NY: Routledge (2020) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780367404413 (gebundene Ausgabe); 9780367404406 (Taschenbuch); 9780429356162 (E-Book) |
| Schlagwörter | First year teachers; Professional relationships; Mentoring in education; Inquiry-based learning; Reflective teaching; Education; Standards; Bildungstheorie; Bildungspraxis |
| Abstract | Recognizing wobble, uncertainty, and possibility -- Describing the process -- Constructing personal and professional identities -- Dialoguing through tensions between belief and practice -- Transacting with school structures -- Maximizing the possibilities. "A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble-key events that called attention to practice in the context of inflexible schooling systems-that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers' "wobble stories" and their outcomes, this book provides a pathway for teachers' continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2020/2/05 |
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