Learning to Teach: Narratives and Counter-Narratives about Preservice Teachers

Autor/in	Sharma, Meenakshi
Titel	Learning to Teach: Narratives and Counter-Narratives about Preservice Teachers
Quelle	In: Georgia Educational Researcher, 19 (2022) 2, Artikel 1 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Learning; Preservice Teacher Education; Learning Processes; Models; Educational Strategies + Suchen Sie Ihr Suchwort? Lernen; Lehramtsstudiengang; Lehrerausbildung; Learning process; Lernprozess; Analogiemodell; Lehrstrategie
Abstract	The present article analyzes two critical frameworks within teacher education and how they construct preservice teachers and their learning within teacher education. These frameworks of 'Apprenticeship of Observation' (AoO) and 'Ambitious Practice' (AP) present opposing narratives about preservice teachers. While AoO directs our attention to preservice teachers' belief, AP emphasizes on developing professional practices that are core to the work of teaching. Teacher educators draw on these frameworks and narratives to inform their work with preservice teachers. Each framework has its unique stance on preservice teachers and makes noteworthy contributions that expand the field teacher education and evolve our thinking as teacher educators. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01