Using Poetic Representation to Support the Development of Teachers' Knowledge
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| Title: | Using Poetic Representation to Support the Development of Teachers' Knowledge |
|---|---|
| Language: | English |
| Authors: | Hopper, Tim, Sanford, Kathy |
| Source: | Studying Teacher Education. May 2008 4(1):29-45. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Student Teachers, Preservice Teacher Education, Poetry, Teaching Methods, Knowledge Level, Knowledge Base for Teaching, Educational Experience, Student Teacher Attitudes, Student Development, Self Efficacy, Teacher Competencies, Self Evaluation (Individuals), Physical Education, Methods Courses, Language Arts, Foreign Countries |
| Geographic Terms: | Canada |
| DOI: | 10.1080/17425960801976339 |
| ISSN: | 1742-5964 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 66 |
| Entry Date: | 2008 |
| Accession Number: | EJ811870 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1742-5964 |
| DOI: | 10.1080/17425960801976339 |
