Getting to We: Developing a Transformative Urban Teaching Practice

Autor/in	Donnell, Kelly
Titel	Getting to We: Developing a Transformative Urban Teaching Practice
Quelle	In: Urban Education, 42 (2007) 3, S.223-249 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907300541
Schlagwörter	Beginning Teachers; Teaching Methods; Learning Processes; Urban Teaching; Self Efficacy; Urban Schools; Transformative Learning; Longitudinal Studies; Interviews; Teacher Effectiveness; Teacher Student Relationship; Reflective Teaching; Preservice Teachers; High Risk Students; Academic Standards; Racial Bias; Personal Narratives; Student Attitudes + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Urban education; Stadtteilbezogenes Lernen; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pädagogische Transformation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemschüler; Racial discrimination; Rassismus; Erlebniserzählung; Schülerverhalten
Abstract	How do beginning teachers experience the complex process of learning to teach in an urban setting? This article contributes to the literature on teaching in urban settings by theorizing the process of learning to teach based on longitudinal interview data generated from practitioners who were viewed by the researcher as critical informants. The author argues that beginning urban teachers' sense of efficacy is enhanced if they develop a transformative teaching practice focused on "we," highlighting the mutual learning between teacher and pupils. Findings highlight critical components of "getting to we:" bi-directional learning, relational knowing, humanizing pedagogy, and reflective, dialogic discourse. (Contains 1 table.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10