What Kind of Teacher Will I Be? Creating Spaces for Beginning Teachers' Imagined Roles

Autor/in	Agee, Jane
Titel	What Kind of Teacher Will I Be? Creating Spaces for Beginning Teachers' Imagined Roles
Quelle	In: English Education, 38 (2006) 3, S.194-219 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Beginning Teachers; Teacher Role; Learning Processes; English Instruction; English Teachers; Literature Appreciation; White Students; Females; Preservice Teachers; Experiential Learning; Prior Learning; Masters Programs; Course Descriptions; Graduate Students; Responses; Group Discussion + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerrolle; Learning process; Lernprozess; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Literarische Wertung; Weibliches Geschlecht; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Magister course; Magisterstudiengang; Kursstrukturplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppendiskussion
Abstract	This qualitative study focuses on ten graduate students in an English education master's program, who were enrolled in a course that I taught on teaching literature in the secondary school. I had restructured the course to make students the center of a series of conversations. For the study, I drew upon memory theory to examine their imagined roles and how they intersected with course readings and discussions. The research explored three questions: (1) What kinds of imagined teacher roles did these preservice and novice teachers bring into their literature class? (2) How did their imagined roles intersect with what they read about and discussed during the course? and (3) How did their conceptions of their roles and their stances on teaching English change during the course? Data included participants' responses to readings and reflections on their developing roles. The findings show that providing spaces for their conversations--face-to-face, written, and virtual--offered productive venues for learning. In these spaces, they were able to acknowledge, discuss, and critically reflect on their memories and their prior conceptions of teaching with their peers. Through this process, they discovered that relying on memories was insufficient, and they began re-imagining their roles as English teachers. (Contains 1 note.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10