Literaturnachweis - Detailanzeige
| Autor/in | Aukerman, Maren |
|---|---|
| Titel | What Characterizes Unfulfilled Case Discussions? Particularity-Based and Norm-Based Readings of Pedagogical Decision Making during Professional Development Dialogue |
| Quelle | In: Teacher Education Quarterly, 45 (2018) 3, S.53-72 (20 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Case Method (Teaching Technique); Reading Teachers; Faculty Development; Decision Making; Classroom Communication; Vignettes; Discussion; Reading Comprehension; Data Analysis |
| Abstract | This study examined how teachers read cases in a professional development academy for reading teachers. It drew on reading theory, particularly Tierney and Pearson's (1981) work on "text-based" and "reader-based" readings of traditional print-based text, to analyze conversations about cases where a specific focus on pedagogical decision-making got lost. Using two vignettes, the article traces how such unfulfilled case discussions were discursively produced. In the first instance, the shift away from analysis of pedagogical decision making developed when participants moved toward a "particularity-based reading" of the case, emphasizing its uniqueness in ways that made subsequent analysis appear irrelevant. In the second instance, the shift emerged from a "norm-based reading", in which dialogue about overarching pedagogical beliefs submerged talk about local, specific aspects of the pedagogical decision making in the case at hand. Notably, such readings appeared to be collaboratively constructed, and professional developers often participated in the shift toward particularity-based and norm-based readings. The article closes by proposing ways in which professional developers might be respectful of and responsive to particularity-based and norm-based readings that appear within professional development conversations about cases but also draw teacher attention to the specifics of pedagogical decision making in the cases discussed. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
