Not a One-Shot Deal: Generative Professional Development among Experienced Teachers

Autor/inn/en	Flint, Amy Seely; Zisook, Karla; Fisher, Teresa R.
Titel	Not a One-Shot Deal: Generative Professional Development among Experienced Teachers
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 8, S.1163-1169 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.05.009
Schlagwörter	Communities of Practice; Grounded Theory; Class Activities; Writing Workshops; Grade 3; Teaching Methods; Experienced Teachers; Curriculum Implementation; Multilingualism; Professional Identity; Caring; Elementary School Teachers; Writing Instruction; Inservice Teacher Education; Interviews; Observation + Suchen Sie Ihr Suchwort? Community; School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Care; Pflege; Sorge; Betreuung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Lehrerfortbildung; Interviewing; Interviewtechnik; Beobachtung
Abstract	This study examines two experienced teachers' transformations and sense of agency as they implemented a writer's workshop curriculum with multi-lingual third grade students. Multiple lines of inquiry guide the study including "communities of practice" (Lave & Wenger, 1991), "teacher identities in figured worlds" (Holland, Lachicotte, Skinner, & Cain, 1998), and the "ethic of care" (Noddings, 1984/2003). A constant comparative method was used to analyze classroom observation notes, interviews and debriefing sessions (Glaser & Strauss, 1967). Findings indicate that teachers transformed their pedagogical practices around writing, and at the same time reconsidered what it may mean to become renewed professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10