View in EDS HTML Full Text PDF Full Text

Using Poetic Representation to Support the Development of Teachers' Knowledge.

Saved in:
Bibliographic Details
Title: Using Poetic Representation to Support the Development of Teachers' Knowledge.
Authors: Hopper, Tim1 (AUTHOR) thopper@uvic.ca, Sanford, Kathy1 (AUTHOR) thopper@uvic.ca
Source: Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. May2008, Vol. 4 Issue 1, p29-45. 17p.
Subject Terms: *Teacher training, *Student teachers, *Teacher development, *Educators, *Learning
Abstract: This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow. [ABSTRACT FROM AUTHOR]
Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 31373129
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using Poetic Representation to Support the Development of Teachers' Knowledge.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hopper%2C+Tim%22">Hopper, Tim</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> thopper@uvic.ca</i><br /><searchLink fieldCode="AR" term="%22Sanford%2C+Kathy%22">Sanford, Kathy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> thopper@uvic.ca</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Studying+Teacher+Education%3A+Journal+of+Self-Study+of+Teacher+Education+Practices%22">Studying Teacher Education: Journal of Self-Study of Teacher Education Practices</searchLink>. May2008, Vol. 4 Issue 1, p29-45. 17p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=31373129
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/17425960801976339
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 29
    Subjects:
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Learning
        Type: general
    Titles:
      – TitleFull: Using Poetic Representation to Support the Development of Teachers' Knowledge.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hopper, Tim
      – PersonEntity:
          Name:
            NameFull: Sanford, Kathy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2008
              Type: published
              Y: 2008
          Identifiers:
            – Type: issn-print
              Value: 17425964
          Numbering:
            – Type: volume
              Value: 4
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Studying Teacher Education: Journal of Self-Study of Teacher Education Practices
              Type: main
ResultId 1