'Becoming' a Teacher
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| Title: | 'Becoming' a Teacher |
|---|---|
| Language: | English |
| Authors: | Gomez, Mary Louise, Black, Rebecca W., Allen, Anna-Ruth |
| Source: | Teachers College Record. 2007 109(9):2107-2135. |
| Availability: | Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 29 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Preservice Teacher Education, Teacher Education Programs, Science Teachers, Teacher Background, Teacher Educators, Personality Development, Social Psychology, Phenomenology, Attitude Change, Student Teacher Attitudes, Multicultural Education, Instructional Design |
| ISSN: | 1467-9620 |
| Abstract: | Background/Context: In this article, we trace the development of a prospective secondary science teacher as she begins to examine her identity as a White person. We explore how the social languages of her teacher education program challenge, intermingle, and blend with ones she brought to the program from her midwestern small-town childhood and a professional life in science. Research Design: In this case study, we deploy Russian philosopher M. M. Bakhtin's notion of ideological becoming to trace her development from program entry through four semesters of program participation. We show how various fieldwork, course, and volunteer experiences challenge the ways she talks and thinks about herself, her students, teaching, and the roles that race/ethnicity and culture play in these relationships. Research Questions: We ask: How does this prospective teacher understand her identity as a White person? What relationship does she understand that this identity has to teaching students who are from many different cultural backgrounds? What kinds of dilemmas arise for a prospective teacher when she begins to understand who she is as a White person? How does she negotiate them? And what role does her teacher education program play in encouraging and supporting her negotiations? Conclusions/Recommendations: The article concludes by considering what practicing teachers and university teacher educators might do to support new teachers who have begun to question their identities and those of their students, and to craft pedagogy to meet students' needs. Included in the recommendations are considerations for the location of classroom placements for prospective teachers; the nurturing of collaborative relationships between classroom teachers and university teachers; teacher education program pedagogy that promotes critical inquiry into issues of race; and the development of communities of prospective teachers who can struggle with such issues as their identities as racialized beings. |
| Abstractor: | As Provided |
| Entry Date: | 2008 |
| Access URL: | https://www.tcrecord.org/Content.asp?ContentId=14486 |
| Accession Number: | EJ820489 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ820489 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: 'Becoming' a Teacher – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gomez%2C+Mary+Louise%22">Gomez, Mary Louise</searchLink><br /><searchLink fieldCode="AR" term="%22Black%2C+Rebecca+W%2E%22">Black, Rebecca W.</searchLink><br /><searchLink fieldCode="AR" term="%22Allen%2C+Anna-Ruth%22">Allen, Anna-Ruth</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2007 109(9):2107-2135. – Name: Avail Label: Availability Group: Avail Data: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2007 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Background%22">Teacher Background</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Development%22">Personality Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Psychology%22">Social Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1467-9620 – Name: Abstract Label: Abstract Group: Ab Data: Background/Context: In this article, we trace the development of a prospective secondary science teacher as she begins to examine her identity as a White person. We explore how the social languages of her teacher education program challenge, intermingle, and blend with ones she brought to the program from her midwestern small-town childhood and a professional life in science. Research Design: In this case study, we deploy Russian philosopher M. M. Bakhtin's notion of ideological becoming to trace her development from program entry through four semesters of program participation. We show how various fieldwork, course, and volunteer experiences challenge the ways she talks and thinks about herself, her students, teaching, and the roles that race/ethnicity and culture play in these relationships. Research Questions: We ask: How does this prospective teacher understand her identity as a White person? What relationship does she understand that this identity has to teaching students who are from many different cultural backgrounds? What kinds of dilemmas arise for a prospective teacher when she begins to understand who she is as a White person? How does she negotiate them? And what role does her teacher education program play in encouraging and supporting her negotiations? Conclusions/Recommendations: The article concludes by considering what practicing teachers and university teacher educators might do to support new teachers who have begun to question their identities and those of their students, and to craft pedagogy to meet students' needs. Included in the recommendations are considerations for the location of classroom placements for prospective teachers; the nurturing of collaborative relationships between classroom teachers and university teachers; teacher education program pedagogy that promotes critical inquiry into issues of race; and the development of communities of prospective teachers who can struggle with such issues as their identities as racialized beings. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2008 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.tcrecord.org/Content.asp?ContentId=14486" linkWindow="_blank">http://www.tcrecord.org/Content.asp?ContentId=14486</link> – Name: AN Label: Accession Number Group: ID Data: EJ820489 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ820489 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 2107 Subjects: – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: Teacher Background Type: general – SubjectFull: Teacher Educators Type: general – SubjectFull: Personality Development Type: general – SubjectFull: Social Psychology Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Attitude Change Type: general – SubjectFull: Student Teacher Attitudes Type: general – SubjectFull: Multicultural Education Type: general – SubjectFull: Instructional Design Type: general Titles: – TitleFull: 'Becoming' a Teacher Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gomez, Mary Louise – PersonEntity: Name: NameFull: Black, Rebecca W. – PersonEntity: Name: NameFull: Allen, Anna-Ruth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2007 Identifiers: – Type: issn-print Value: 1467-9620 Numbering: – Type: volume Value: 109 – Type: issue Value: 9 Titles: – TitleFull: Teachers College Record Type: main |
| ResultId | 1 |
