Archeology, Legos, and Haunted Houses: Novice Teachers' Shifting Understandings of Self and Curricula through Metaphor

Autor/inn/en	Fisher-Ari, Teresa R.; Lynch, Heather L.
Titel	Archeology, Legos, and Haunted Houses: Novice Teachers' Shifting Understandings of Self and Curricula through Metaphor
Quelle	In: Journal of Curriculum Studies, 47 (2015) 4, S.529-552 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1049297
Schlagwörter	Beginning Teachers; Novices; Figurative Language; Discourse Analysis; Curriculum Design; Methods Courses; Teacher Education; Urban Schools; Disadvantaged Schools; Teacher Attitudes; Beliefs; Empowerment; Classification; Epistemology; Georgia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Diskursanalyse; Lehrplangestaltung; Methodisch-didaktische Anleitung; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Belief; Glaube; Classification system; Klassifikation; Klassifikationssystem; Erkenntnistheorie
Abstract	As teacher educators in an alternative certification and master's programme, we support Teach For America (TFA) teachers who are developing understandings of learning, teaching, and curriculum while they are already working full-time in classrooms. Using critical discourse analysis, we analysed 109 metaphors for curriculum created by 27 novice TFA teachers at five points during a curriculum design course we co-taught in order to determine, "What understandings and dispositions related to curriculum design do novice teachers' metaphors reveal, particularly in the context of their work in urban Title One schools?" Two primary continua emerged, creating four distinct categories, one related to "agency" (the internal vs. external construction of curriculum) and the other to "pliancy" (the flexibility and responsiveness vs. the rigid and scripted nature of curriculum). Analysis of the metaphors indicated that many novice teachers began to problematize a depiction of curriculum as an externally crafted and rigid construct through which they (and their students) were objects rather than subjects. Our findings indicated that metaphors could serve as a meaningful tool of inquiry which revealed the momentary stances of novice teachers toward curriculum while making evident shifts in the beliefs and understandings over time. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01