Representing Multiple Perspectives of Self-as-Teacher: School Integrated Teacher Education and Self-Study
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| Title: | Representing Multiple Perspectives of Self-as-Teacher: School Integrated Teacher Education and Self-Study |
|---|---|
| Language: | English |
| Authors: | Hopper, Tim, Sanford, Kathy |
| Source: | Teacher Education Quarterly. Spr 2004 31(2):57-74. |
| Availability: | Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education |
| Descriptors: | Teacher Education, Reflective Teaching, Student Teachers, Teacher Educators, Cooperating Teachers, Elementary School Teachers, Professional Development, Action Research, Education Courses, Integrated Curriculum, Student Teaching, Teaching Experience, Student Attitudes, Teacher Attitudes, Attitude Change |
| ISSN: | 0737-5328 |
| Abstract: | This paper describes a process of self-study that has developed between two teacher educators, their student teachers, and their school-based colleagues. The impetus for the research comes from a three-year action research project investigating the organization of and the instruction in a school integrated teacher education course aimed at preparing student teachers to become teachers. The authors see teacher education as a process that is generated through relationships with students and teachers who engage in self-reflection on knowledge acquired over time from multiple contexts and roles and from readings of professional texts on teaching. This paper represents a "reflective turn" on the research project, offered through three accounts: that of the university instructors, the student teachers, and the schoolteachers involved in the project. |
| Abstractor: | ERIC |
| Number of References: | 46 |
| Entry Date: | 2008 |
| Access URL: | https://www.teqjournal.org/backvols/2004/31_2/volume_31_number_2.htm |
| Accession Number: | EJ795246 |
| Database: | ERIC |
| Abstract: | This paper describes a process of self-study that has developed between two teacher educators, their student teachers, and their school-based colleagues. The impetus for the research comes from a three-year action research project investigating the organization of and the instruction in a school integrated teacher education course aimed at preparing student teachers to become teachers. The authors see teacher education as a process that is generated through relationships with students and teachers who engage in self-reflection on knowledge acquired over time from multiple contexts and roles and from readings of professional texts on teaching. This paper represents a "reflective turn" on the research project, offered through three accounts: that of the university instructors, the student teachers, and the schoolteachers involved in the project. |
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| ISSN: | 0737-5328 |
