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1.
“The fish becomes aware of the water in which it swims” is a metaphor that represents Yuli’s revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers. 相似文献
2.
This study is an interpretive investigation of Sarah, a first-time teacher of middle- and high-school science who, because of high levels of disruption, was unable to establish and maintain environments favorable to learning. Sarah reflected on her roles as a teacher and identified facilitating learning, management, and assessment as salient, each being associated with defining metaphors and belief sets. Sarah's efforts to improve her teaching began with the construction of a new metaphor, the social director, for her role as manager. She developed coherence between the new metaphor and beliefs about constructivism, teaching, and learning. Sarah then managed her class in accordance with the social director metaphor and, although improvements were apparent, some students were uncooperative. Sarah then changed her metaphor for assessment from the teacher being a fair judge to the teacher looking through a window into a student's mind, an opportunity for students to show what is known. When this metaphor guided Sarah's assessment practices the learning environment improved appreciably. Although the development of new metaphors was a significant part of the process of reconceptualizing her roles as a science teacher, Sarah could not have improved the quality of teaching and learning without substantial assistance from her colleagues and school administrators. 相似文献
3.
Elaine S. Freedman 《School Leadership & Management》2013,33(1):79-83
During the interview ‘Mary’ – who had last year been a school pupil and this year is a first‐year undergraduate on the new degree in Education (with Teaching Certificate) – talked at some length, and with considerable feeling, about how her main frustration as a female pupil had been what she saw as her systematic disenfranchisement from influence over the content and process of the schools' curricula which she had pursued over the previous thirteen years. Although she felt that all pupils suffered this lack of influence she was convinced that girls suffered disproportionately. [Some time later in the interview], when talking about the ‘teaching practice’ she had recently completed, ‘Mary’ described how her ‘music and movement’ work had met with ‘loud and disruptive’ reaction from some of the boys in the mixed class of 7–8 year‐olds, even though the majority of the children had clearly enjoyed and been engaged by the scheme she had designed. Faced with this rejection, and experiencing some anxiety about how the teachers and her tutor would assess her potential as a future teacher if she was not seen to be exercising what they would count as ‘good control’ of the class, ‘Mary’ resolved her ‘problem’ by designing an alternative scheme which the few boys would not (and did not) reject. Although the girls had ‘subsequently shown less interest’, their quiet acquiescence to what she offered them reduced her anxiety about her assessment as a teacher. When she related her pupil experience to her teaching practice experience ‘Mary’ was dismayed to realise that she had ‘reproduced for others precisely that frustration which [she herself] had experienced as a pupil’. Extract from author's notes when evaluating a new pre‐service degree course, June 1983. 相似文献
4.
Nate McCaughtry 《Teachers and Teaching》2013,19(4):379-395
The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N?=?38) and interviews (N?=?38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students’ emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers’ pedagogical content knowledge. 相似文献
5.
《学习科学杂志》2013,22(3):317-346
In a year-long, school-based teacher education project, primary school teachers were given workshop- and classroom-based support, including sustained mentoring, as they appropriated a generative heuristic for teaching technology-and-science in their classrooms. The mentor participated in their lessons and recorded her frequent conversations with teachers. Extracts from 3 conversations (of many, spanning 5 months) between 1 teacher and the mentor illustrate this teacher's changing ideas and the mentor's role. The teacher realized that although she preferred to learn generatively, she had been using instructionist approaches in her technology-and-science teaching. These dialogues show how the mentor supported this teacher as she gradually aligned her technology-and-science teaching with the generative style of learning she already valued. 相似文献
6.
This case study examines how a teacher defined ‘my kind of teaching’. We focus on a dramatic production of Charlie and the Chocolate Factory and frame the teacher’s discussion with Dewey’s significant moments of experience. Findings indicate the teacher shifted her role to a facilitator position, learned alongside her students, and connected her past experiences with acting. Implications point to expressive teaching moments as experiences in which teachers might extend state‐mandated curricula, connect with their personal lives, and find delight in teaching. 相似文献
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8.
Darya Protopopova 《Changing English: An International Journal of English Teaching》2018,25(1):107-112
A descendant of Chekhov’s extended family, Darya Protopopova has always loved all things literary. When she found out that Chekhov was popular with British modernist writers, she decided to do a master’s and then a doctorate in English modernism at the University of Oxford. Having completed both, she chose to spread her love for English literary giants among the masses and trained as a teacher of English at University College London. A year and a half into her first job, she was forced to leave after her school management told her she could no longer teach her GCSE (General Certificate of Secondary Education) class, as some parents had complained about her foreignness. Shocked and disappointed, she briefly contemplated going back to Russia and becoming a xenophobe herself. However, the good had triumphed over the evil in her heart, and she is now happily teaching in a multilingual school in central London. 相似文献
9.
《International Journal of Educational Research》1998,29(3):227-240
This study sought to describe the metaphors entry level preservice teachers bring with them as they begin a teacher education program. One hundred thirty four (134) students certifying in elementary education and 119 students certifying in secondary education completed a questionnaire designed to capture the metaphors they hold on life, children, and teaching. Secondary preservice teachers were more likely to write their own metaphors of life and childhood than their elementary counterparts. No one from the elementary group created his/her own metaphor for life and childhood, while nearly 31% of the secondary group created a metaphor of life, childhood, or both. The metaphors students created to describe teaching revealed four dominant themes: teaching as guiding, teaching as nurturing, teaching as stimulating, and teaching as telling. The chapter closes with a discussion of implications for how changes to the cognitive structure of students’ metaphor entailment patterns occur over time. 相似文献
10.
Natalie Bellis Jessica Garcia 《Changing English: An International Journal of English Teaching》2018,25(1):45-58
The tradition of teachers engaging in narrative-based inquiry is now well established, as is its value for creating situated knowledge about teaching. This reflexive autobiographical article weaves together narrative accounts around a senior literature classroom environment. The article features two voices: a teacher (Natalie Bellis) and a Year 12 literature student (Jessica Garcia). Through this process of narrative inquiry, the teacher reflects on her experiences of exploring literary texts with senior students within a landscape of high-stakes assessment. In this way, the teacher engages with Dorothy Smith’s notion of ‘writing the social’, by using narrative to illuminate and critically inquire into the lived experience of teaching and learning. The motif, or thread, that binds these three narrative accounts is the act of letter-writing, which serves as a metaphor for the foregrounding of the personal within a context that is shaped by external forces that can result in conformity and generality. This tension between the ‘local actualities’ of experiences and the institutional structures that govern them is theorised using de Certeau’s metaphor of the city map. 相似文献
11.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
12.
本文采用叙事探究方法,以一名职前英语教师为研究对象,探索其实习期身份建构及其影响因素。研究表明,该教师在实习期建构了批改工具、良师益友、学习者、多面手及教师预备兵等多重身份。影响其身份发展的个人因素主要包括个人过往学习经历、反思能力和情感,社会因素主要为重要他者和学校文化。本研究对推动职前教师积极身份建构和职前教师教育具有重要意义。 相似文献
13.
Through the metaphor, “learning to teach in the ‘eye of the storm’”, a beginning teacher's experiences of teaching in one of America's diverse urban campuses become known. Three themes of global significance emerge: (1) the similarities and differences between professional learning communities and knowledge communities; (2) the morphing of ‘the eye of the storm’ into ‘a perfect storm’; and (3) the connections between shifting teacher identities and shifting school landscapes. The narrative inquiry foreshadows how the teacher's ‘story to live by’ became ‘a story to leave by’ as she worked in a urban school district riddled with massive change. 相似文献
14.
Amy Johnson 《Teachers and Teaching》2013,19(1):97-109
While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching. 相似文献
15.
Recent research in English education has emphasised dialogically organised instruction to promote learning talk; yet little is known about teachers’ perceptions of their efforts to teach dialogically. This study draws on video-cued interviews to examine how secondary preservice English teacher Emma experiences trying to teach dialogically and the conflicting demands it elicits for her. Findings indicate that she must navigate competing discourses including the curriculum, the ideas of her mentor teacher, her beliefs about dialogic teaching and her university schooling. Emma’s accounts revealed that satisfying these at once was not achievable, and that her endeavour to become a dialogic teacher was rife with conflict. 相似文献
16.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
17.
Pornsawan Tripasai 《Changing English: An International Journal of English Teaching》2019,26(3):295-305
ABSTRACTThe history of English language teaching in Thailand is recorded in Anna Leonowens’ Orientalist text. In 1862, Leonowens came to Siam to work as an English teacher for King Mongkut’s children. She retired from her teaching position and left the country in 1867. Leonowens wrote an account of her experience in Siam, publishing it under the title The English Governess at the Siamese Court in 1870. Similar to other Orientalist texts about the East, Leonowens’ story of Siam is imbued with the Orientalist representation of the Orient. Siamese students are described as benighted Orientals who, under the English teacher’s guidance, are transformed into noble savages. The transformation process is reflected in the author’s depiction of her English classroom as a contested site of conflict between Siamese and Western ideologies, which finally gives way to the triumph of Western ideology. The purpose of this article is to explore how Leonowens’ Orientalist representation powerfully constructs Siamese students as ideological subjects. Although Leonowens’ text is set in nineteenth century Siam, it can be used as a metaphor to make understandable Thai students’ internalisation of Western ideology that gains their consent and directs their mind to the West. 相似文献
18.
Mathematical biography and key rhetoric 总被引：1，自引：0，他引：1
Raimo Kaasila 《Educational Studies in Mathematics》2007,66(3):373-384
The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct
a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course
in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year
methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s
mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric
that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence. 相似文献
19.
Bruce Maxwell 《Journal of Philosophy of Education》2015,49(1):86-106
This article is concerned with the downsides of using the language of professionalism in educational discourse. It suggests that the language of professionalization can be a powerful rhetorical device for promoting welcome and necessary changes in the field of teaching but that, in doing so, it can unintentionally misrepresent the work that teachers do. Taking as a theoretical framework Lakoff and Johnson's metaphor theory, the article argues that ‘teacher as professional’ should be seen as a metaphor of teaching on par with other metaphors familiar from the history of educational thought. What metaphors of teaching have in common, the article advances, is that they systematically highlight certain aspects of teaching while hiding others. The significance of this conclusion is twofold. Appreciating the limits of the ‘teacher as professional’ metaphor provides guidance about how to use more effectively ‘professionalism’ as a normative standard for promoting change in teaching and teacher education. Second, appreciating the metaphorical character of ‘teacher as professional’ has heuristic value in that it offers a novel explanation for the controversial trend towards conceptualising teaching in narrowly instructional terms. 相似文献
20.
Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all‐embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10‐year period. We portray this teacher's knowledge at three critical points in her career—as a student teacher, beginning teacher, and established teacher—and represent and analyze the growth of her science PCK using the metaphor of a knowledge tree. The tree metaphor shows that while science knowledge begins as the major branch of science PCK, it is soon overshadowed by the general teaching and interactive knowledge branches of science PCK; however, taken together, all three branches contribute over time to the formation of a healthy, established tree of science PCK. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 767–790, 2005 相似文献