Bridging the University School-Divide: Horizontal Expertise and the "Two-Worlds Pitfall"

Autor/inn/en	Anagnostopoulos, Dorothea; Smith, Emily R.; Basmadjian, Kevin G.
Titel	Bridging the University School-Divide: Horizontal Expertise and the "Two-Worlds Pitfall"
Quelle	In: Journal of Teacher Education, 58 (2007) 2, S.138-152 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487106297841
Schlagwörter	Preservice Teacher Education; College School Cooperation; Higher Education; Mentors; English Teacher Education; Methods Courses; Student Teachers; Cooperating Teachers; Educational Environment; Secondary School Teachers; Participant Observation; Discourse Analysis; Teacher Educators; Scoring Rubrics; English Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teilnehmende Beobachtung; Diskursanalyse; Teacher education; Education; Lehrerbildung; Scoring formulas; Auswertungsbogen; English language lessons; Englischunterricht
Abstract	Research on teacher learning consistently documents the disjuncture between the practices beginning teachers encounter in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. As preservice teachers enter teaching, they gravitate toward conventional K-12 practices, dismissing those endorsed by the university as impractical. In this article, the authors delineate the concept of horizontal expertise and document how its production and use can address this "two-worlds pitfall." Drawing on the authors' work creating a cross-institutional collaborative, they identify three processes central to the production of horizontal expertise in teacher education: the exchange of tools, the negotiation of social languages, and argumentation. They then trace its use across the university and school settings to show how horizontal expertise can rescript mentoring and expand dialogic practices in the university. The authors conclude by identifying the challenges of developing horizontal expertise in teacher education. (Contains 2 tables and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10