Literaturnachweis - Detailanzeige
Autor/inn/en | Hodson, Elaine; Smith, Kim; Brown, Tony |
---|---|
Titel | Reasserting Theory in Professionally Based Initial Teacher Education |
Quelle | In: Teachers and Teaching: Theory and Practice, 18 (2012) 2, S.181-195 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1354-0602 |
Schlagwörter | Preservice Teacher Education; Student Teachers; Foreign Countries; Tutors; Teaching Methods; Theories; Theory Practice Relationship; Diaries; Student Development; Teacher Competencies; Teaching Skills; Student Teaching; United Kingdom (England) Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Förderlehrer; Lehrender; Tutor; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Theorie-Praxis-Beziehung; Diary; Tagebuch; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching practice; Unterrichtspraxis |
Abstract | Conceptions of theory within initial teacher education in England are adjusting to new conditions where most learning how to teach is school-based. Student teachers on a programme situated primarily in an employing school were monitored within a practitioner enquiry by their university programme tutors according to how they progressively understood theory. The tutors meanwhile also focused on how their own conceptions of theory responded and evolved in relation to their students' changing perceptions. This resulted in the students retrospectively identifying and developing theoretical and analytical capabilities. University sessions became a reflective platform from which to critically interrogate the emergent story of what it is to be a teacher in a school. There are implications for schools and universities about what it is to learn to be a teacher. (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 |