Jackie Sydnor

Bio: Jackie Sydnor is an academic researcher from Ball State University. The author has contributed to research in topics: Reflective practice & Teacher education. The author has an hindex of 4, co-authored 9 publications receiving 60 citations.

Using Video to Enhance Reflective Practice: Student Teachers’ Dialogic Examination of Their Own Teaching

Abstract: In this qualitative study, five student teachers engaged in dialogic viewing of video of their own teaching with their university supervisor. The questions guiding this research included: (1) What do teacher candidates notice as they watch videos of themselves teaching in the company of their university supervisor?; (2) How does dialogic viewing affect teacher candidates’ noticing?; and (3) What are teacher candidates’ attitudes towards watching themselves teach, independently and in the company of their university supervisor? The findings reveal an increase in the depth and shift in the focus of student teachers’ reflections on their own teaching, and positive attitudes toward the process. Additionally, it points to potential implications for practice and future research around the use of dialogic viewing.

"I Didn't Realize How Hard It Would Be!": Tensions and Transformations in Becoming a Teacher.

Abstract: This study explores the experience of becoming an elementary teacher in an educational climate where standardization and accountability increasingly affect what happens in classrooms across the country by following two beginning teachers. Specifically, this longitudinal study in which two first-year teachers’ stories are analyzed and restoried explores the tensions involved in becoming a teacher. This research, which focuses on the transition from student to teacher, illuminates the multiple discourses beginning teachers must negotiate as they determine the kind of teacher they will become. Based on the findings, recommendations are provided for how teacher education programs can better prepare beginning teachers, particularly those operating in reductive classrooms and forced to implement standardized curriculum. These implications for practice include (1) encouraging preservice teachers to be thoughtfully adaptive by creating and revising clear visions, (2) consciously creating zones of contact ...

Imagining my ideal: a critical case study of digital storytelling as reflective practice

Abstract: Teacher candidates (TCs) must navigate personal, experiential, and theoretical discourses of learning to teach to establish a teaching identity. This article describes a critical case example of di...

Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories

Abstract: This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselv...

Negotiating Discourses of Learning to Teach: Stories of the Journey from Student to Teacher.

Abstract: I don't think I am the teacher I'd hoped to be yet. I would like to be but because everything's so new, I feel like most days I don't even know what I'm supposed to be doing ... I didn't realize how hard it would be! (Erica: first-year teacher) Becoming a teacher is a complex, messy, and sometimes unsettling process. It is a time when one's past, present, and future are set in dynamic tension (Britzman, 1991). It is important for those in teacher education, as well as policy makers and educators, to understand this complicated process if we are to support beginning teachers. (1) Beginning teachers leave the profession at alarming rates. On average, nearly 50 percent of teachers leave the profession all together within their first five years (Smith & Ingersoll, 2004). With current policy discussions around alternative routes to teacher certification, there has also been debate about the impact of traditional pre-service teacher education. Additionally, there are frequent statements by beginning teachers about teacher education being inadequate, idealistic, and out of touch with reality. This article explores what it is like to become an elementary teacher in today's educational climate in which standardization and accountability increasingly influence what happens in classrooms across the country. Specifically, this article, in which a student teacher's story is analyzed and restoried, reveals the tensions involved in this transitional time of becoming a teacher. Part of a larger, longitudinal study designed to follow nine participants from teacher education through student teaching and into their first-year classrooms, this article focuses on one of those teachers, Erica (pseudonym), as she makes the transition from student to teacher. It illuminates the varying discourses student teachers must navigate as they determine what good literacy teaching and learning means to them. The findings of this study contribute to our understanding of the various challenges we face in university teacher education programs and K-12 schools, as well as some possibilities for how we might better support student teachers, particularly those operating in reductive classrooms and forced to implement standardized curriculum. Review of the Literature Figured Worlds When you close your eyes and imagine "school," what do you see? A teacher standing at the front of a classroom full of students each with his or her hand in the air? Groups of students working together to solve a problem? Students gathered around on a carpet as a teacher reads aloud? The image you create is a reflection of your experiences with and ideas about schooling. It is a snapshot of your figured world of schooling. A figured world (Holland, Lachiotte, Skinner, & Cain, 2001) is a "socially and culturally constructed realm of interpretation in which particular characters and actors are recognized, significance is assigned to certain acts, and particular outcomes are valued over others" (p. 52). In order to interpret student teachers' experiences becoming teachers, it is important to understand their figured worlds(s) of schooling. This term is tentatively pluralized as most student teachers' figured worlds of schooling are not fixed. Rather, as they engage in becoming teachers, they encounter and traverse multiple figured worlds. These "as if" worlds are significant "as a backdrop for interpretation" (Holland et al., 2001, p. 54). They provide the context of meaning and action. Before a prospective teacher enters a formal teacher education program, he/she already brings with him/her over 13,000 hours of experience as a student in the classroom, what Lortie (1975) terms the "apprenticeship of observation." In addition to this experience, motivations for entering teaching, the type of preparation program one chooses, and incoming knowledge and other life experiences are just a few of the many elements that typically influence pre-service teacher learning. …

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Speech Genres and Other Late Essays

Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Narrative Methods for the Human Sciences

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