What Difference Does Community Context Make in Challenging School Literacy Instructional Traditions?

Autor/inn/en	Abt-Perkins, Dawn; und weitere
Titel	What Difference Does Community Context Make in Challenging School Literacy Instructional Traditions?
Quelle	(1996), (31 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Community Attitudes; Discourse Analysis; Educational Research; English Teachers; Higher Education; Secondary Education; Student Teacher Supervisors; Teacher Attitudes; Teacher Education; Teacher Educators + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Diskursanalyse; Bildungsforschung; Pädagogische Forschung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sekundarbereich; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teacher education; Education
Abstract	A collaborative inquiry project illustrates moments when English teacher educators questioned literacy instructional practices that had become normative and acceptable within the schools and communities where their student teachers worked--practices that the teacher educators believed adversely affected the literacy growth of students in the student teachers' English classrooms. Data consisted of narrative reflections on teacher practice collected in the form of conversational letters exchanged among three English teacher educators once a week for a period of one academic semester. The over 300 pages of data were collaboratively and inductively coded for themes, and from those themes, each teacher educator wrote one case to illustrate both the effect of the project on the teacher educators' work and the reflective process in which they collaboratively engaged. They functioned as "positive irritants" to one another--they forced each other to describe their teaching, to articulate tensions and concerns, and to reach out for advice. They also supported student teachers as they started to see how the sociopolitical structures of the schools and communities in which they taught had limited their thinking about what was possible in their practices. (Contains 37 references.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC