Writing and Becoming [a Teacher]: Teacher Candidates' Literacy Narratives over Four Years

Autor/in	Parker, Darlene Ciuffetelli
Titel	Writing and Becoming [a Teacher]: Teacher Candidates' Literacy Narratives over Four Years
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 6, S.1249-1260 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.03.002
Schlagwörter	Preservice Teacher Education; Letters (Correspondence); Personal Narratives; Educational Experience; Teaching Methods; Longitudinal Studies; Theory Practice Relationship; Inquiry; Research Methodology; Reflection; Peer Relationship; Interpersonal Communication; Teacher Education Curriculum; Preservice Teachers; Writing (Composition); Literacy; Reflective Teaching + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Brief; Erlebniserzählung; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Theorie-Praxis-Beziehung; Research method; Forschungsmethode; Peer-Beziehungen; Interpersonale Kommunikation; Schreibübung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants' knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10