Lessons in Contingent, Recursive Humility

Autor/in	Vagle, Mark D.
Titel	Lessons in Contingent, Recursive Humility
Quelle	In: Journal of Adolescent & Adult Literacy, 54 (2011) 5, S.362-370 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.54.5.6
Schlagwörter	Teacher Educators; Teaching Methods; Teacher Education; Phenomenology; Middle School Teachers; Adolescents; Early Adolescents; Student Teachers; Student Teaching; Middle Schools; Grade 7 + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	In this article, the author argues that critical work in teacher education should begin with teacher educators turning a critical eye on their own practices. The author uses Lesko's conception of contingent, recursive growth and change to analyze a lesson he observed as part of a phenomenological study aimed at understanding more about what it is like to cultivate tact in teaching practice. The author discusses two sets of practical considerations for teacher educators--one centering on times teacher educators are struck by something when observing teacher candidates and the other on times teacher educators miss something. This analysis suggests that preparing critical middle grades literacy teachers demands that the teacher educator proceed with a healthy dose of contingent, recursive humility. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10