Biography, Identity, and Inquiry: The Making of Teacher, Teacher Educator, and Researcher

Autor/in	Skerrett, Allison
Titel	Biography, Identity, and Inquiry: The Making of Teacher, Teacher Educator, and Researcher
Quelle	In: Studying Teacher Education, 4 (2008) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Teacher Education; Urban Teaching; Biographies; Urban Education; Personality Development; Multicultural Education; Teacher Characteristics; Professional Development; Teacher Background; Inquiry; Phenomenology; Change Strategies; Teaching Experience; Educational Change + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Urban education; Stadtteilbezogenes Lernen; Biography; Biografie; Biographie; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Multikulturelle Erziehung; Phenomenological psychology; Phänomenologie; Psychologie; Lösungsstrategie; Bildungsreform
Abstract	This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10