Literaturnachweis - Detailanzeige
| Autor/inn/en | Margolin, Ilana; Tabak, Edith |
|---|---|
| Titel | Enacting a Vision of Teacher Education by Developing a Common Interpretive Zone |
| Quelle | In: Studying Teacher Education, 7 (2011) 1, S.51-64 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1742-5964 |
| Schlagwörter | Teacher Education; Organizational Change; Knowledge Base for Teaching; Mentors; Teacher Collaboration; Self Evaluation (Individuals); Educational Methods; Professional Development; Teacher Competencies; Computer Mediated Communication; Journal Writing; Reflection; Personal Narratives; Foreign Countries; Feedback (Response); Israel |
| Abstract | This collaborative self-study explores the co-construction of professional teacher education knowledge through mentoring, framed within the notion of working in an interpretive zone. The study is set in a learning community established in a college of education where Ilana was the head of the elementary department and Edith served as a new clinical supervisor. Using data collected from electronic correspondence, this self-study illustrates the co-construction of our knowledge of practice in two ways: (1) the development of our personal perceptions through self-study of reciprocal relationships, conversations, and active attempts to improve our teacher education practices; and (2) the impact of working collaboratively in the interpretive zone as a source of expanding learning, changing the curriculum, and initiating new activities. The development of our professional self-understanding occurred by reframing knowledge of practice as conflicts, using them to evaluate and reconstruct experience, and performing transitional actions on the boundaries between dominant and new activities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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