Dignity and Democracy: An Exploration of Middle School Teachers' Pedagogy

Autor/in	Vagle, Mark D.
Titel	Dignity and Democracy: An Exploration of Middle School Teachers' Pedagogy
Quelle	In: RMLE Online: Research in Middle Level Education, 29 (2006) 8, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Middle Schools; Classroom Techniques; Teacher Student Relationship; Democracy; Middle School Teachers; Phenomenology; Student Motivation; Teaching Methods; Interviews; Teaching Experience; Responses; Teacher Attitudes; Reflective Teaching; Middle School Students + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Demokratie; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Student; Students; Schüler; Schülerin
Abstract	In an effort to learn more about pedagogy in the action present moments of teaching and in response to Schon's (1987) call for a "phenomenology of practice," this phenomenological study explored the pedagogy of 18 middle school teachers. The researcher selected participants with a purposive sampling procedure. Participants taught for at least three years in a middle grades school--defined as any school that includes students 10-14 years of age and employs at least two structures in support of middle school philosophy. Fourteen participants chose to participate in a conversational interview about moments they "recognized and responded to when a student did not understand something during an instructional activity". Four participants chose to write a lived-experience description of this same moment. The researcher identified meanings through phenomenological readings of the data. Meanings in this paper focus on the response portion of the experience and are discussed using Beane's (1997) notion of "high pedagogy". Findings indicate that responses are experienced in continuous recognition-response processes, which often include a positioning that takes place prior to recognition. Furthermore, responses have a certain feel or manner, and are based on the teacher's perception of how a student will feel as a result of the response. (Contains 4 tables.) (As Provided).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10