Literaturnachweis - Detailanzeige
Autor/in | Ahmed, Kathryn Struthers |
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Titel | Clouded Views and Silver Linings: Learning to Teach Literacy in Cooperating Teachers' Classrooms |
Quelle | In: Action in Teacher Education, 42 (2020) 2, S.83-101 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ahmed, Kathryn Struthers) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-6620 |
DOI | 10.1080/01626620.2019.1622475 |
Schlagwörter | Literacy Education; Social Justice; Cooperating Teachers; Disadvantaged Schools; Teaching Methods; Teacher Education Programs; Preservice Teachers; Poverty; Student Placement; Student Teaching; Program Descriptions; Academic Advising; Student Attitudes; Elementary School Students; Learning Processes; Teacher Student Relationship Soziale Gerechtigkeit; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Akademischer Rat; Schülerverhalten; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | This paper explores Megan's -- a preservice teacher's -- learning around teaching literacy while enrolled in a social justice-oriented teacher education program and student teaching in poverty-impacted schools. Megan had fewer opportunities to teach literacy in university-promoted ways when student teaching with an attentive cooperating teacher (CT) she revered than when apprenticing with a negligent CT she did not respect. However, Megan's personal opinions about her CTs influenced her reflections, as she reported predominantly positive learnings from her placement with her adored CT and predominantly negative learnings from her placement with her disdained CT. Implications for teacher educator mediation are addressed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |