Helping Experienced and Future Teachers Build Professional Interaction Skills through the Writing and Reading of Narratives
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| Title: | Helping Experienced and Future Teachers Build Professional Interaction Skills through the Writing and Reading of Narratives |
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| Language: | English |
| Authors: | Mathison, Carla, Pohan, Cathy A. |
| Source: | Issues in Teacher Education. Spr 2007 16(1):61-73. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard 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: | 13 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Classroom Techniques, Preservice Teacher Education, Reflective Teaching, Case Studies, Preservice Teachers, Teacher Educators, Teacher Education Programs, Personal Narratives, Teachers, Teaching Methods, Evaluation Methods, Teacher Student Relationship, Parent School Relationship, Teacher Administrator Relationship, Peer Relationship, Interprofessional Relationship |
| ISSN: | 1536-3031 |
| Abstract: | While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers. |
| Abstractor: | ERIC |
| Number of References: | 15 |
| Entry Date: | 2008 |
| Access URL: | https://caddogap.com/periodicals.shtml |
| Accession Number: | EJ796261 |
| Database: | ERIC |
| Abstract: | While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers. |
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| ISSN: | 1536-3031 |
