Exploring Personal Teaching Metaphors in Preservice Teacher Education.
Abstract: The use of metaphor analysis to engage preservice students in an examination of their concep tions of teaching is described. The evolution of three students' metaphors as they proceeded through student teaching illustrates the value of metaphor analysis in helping student teachers maintain their idealism as they confront the realities of classroom teaching. Problems arising from metaphor analysis, including the tendency of some students to offer glib or superficial analyses and the need to combine metaphor analysis with the writing of education-related life histories and critical analyses of the school context, are discussed.
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TL;DR: The authors examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, and explores the nature of belief structures as outlined by key researchers.
Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...
8,257 citations
Cites background from "Exploring Personal Teaching Metapho..."
...Current interest in metaphor, biography, and narrative as ways to understand the beliefs of teachers and teacher candidates is a promising research direction (see Bullough, 1991; Connelly & Clandinin, 1986; Munby, 1986, 1987)....
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TL;DR: Learning-to-teach studies have been reviewed by as mentioned in this paper, who found that most of them focus on preservice teachers and only 13 deal with first-year or beginning teachers.
Abstract: I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies to construct a model of professional growth for novice and beginning teachers, and (c) to draw inferences from the model concerning the nature of preservice teacher education programs likely to promote growth by capitalizing on naturally occurring processes and stages. I review 40 learning-to-teach studies published or presented between 1987 and 1991: 27 deal with preservice teachers, 13 with first-year or beginning teachers. All were naturalistic and qualitative in methodology. Studies within each of those divisions are clustered and summarized according to major themes that emerged from findings. The model I ultimately infer from the 40 studies confirms, explicates, and integrates Fuller’s (Fuller & Bown, 1975) developmental model of teacher concerns and Berliner’s (1988) model of teacher development based on...
2,172 citations
TL;DR: In this paper, a review of literature on reflection is provided, in particular focusing on strategies which assist its development in preservice programs and a framework for types of reflection as a basis for further research development in teacher education is proposed.
2,128 citations
TL;DR: The authors explored the complex interrelationships between language and culture, between teachers' sociocultural identities and teaching practices, and between their explicit discussions of culture and implicit modes of cultural transmission in their classes.
Abstract: This article explores the complex interrelationships between language and culture, between teachers' sociocultural identities and teaching practices, and between their explicit discussions of culture and implicit modes of cultural transmission in their classes. A 6-month ethnographic study examined how teachers deal with institutional and curricular expectations regarding their teaching of (North American) culture in their EFL classrooms in a postsecondary institution in Japan. The study also explored the teachers' changing understandings of what constitutes culture and of how they viewed themselves in terms of their various social and cultural roles. Common themes included (a) the complexities and paradoxes associated with teachers' professional, social, political, and cultural identities and their (re)presentation of these in class; (b) their quest for interpersonal and intercultural connection in that EFL context; (c) their desire for educational (and personal) control in the face of contested cultural practices; and (d) disjunctures between teachers' implicit and explicit messages in relation to their cultural understandings and practices. We discuss these themes and make recommendations for teacher education purposes. We argue that the cultural underpinnings of language curricula and teaching must be examined further, particularly so in intercultural situations in which participants are negotiating their sociocultural identities as well as the curriculum.
521 citations
References
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Book•
01 Jan 1916
TL;DR: Dewey's "Common Sense" as mentioned in this paper explores the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society, and it continues to influence contemporary educational thought.
Abstract: First published in 1916, this classic continues to influence contemporary educational thought. Considered one of the great American philosophers, Dewey grapples with the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society.
15,527 citations
Book•
01 Jan 1958
TL;DR: In this article, the distinguished physical chemist and philosopher, Michael Polanyi, demonstrates that the scientist's personal participation in his knowledge, in both its discovery and its validation, is an indispensable part of science itself.
Abstract: In this work the distinguished physical chemist and philosopher, Michael Polanyi, demonstrates that the scientist's personal participation in his knowledge, in both its discovery and its validation, is an indispensable part of science itself. Even in the exact sciences, "knowing" is an art, of which the skill of the knower, guided by his personal committment and his passionate sense of increasing contact with reality, is a logically necessary part. In the biological and social sciences this becomes even more evident.
6,913 citations
Book•
12 Nov 2013TL;DR: The Action Research Planner series has a long history. as mentioned in this paper is the sixth edition of a series that began in 1979 with a modestly produced version for education students at Deakin University in Geelong Australia.
Abstract: The Action Research Planner series has a long history. This is the sixth of a series
that began in 1979 with a modestly produced version for education students at Deakin University in Geelong Australia. A course was offered as part of an ‘upgrading’ Bachelor of Education degree designed for practising teachers. The intention
was to encourage teachers to conduct small action research projects, or preferably,
to participate in larger ones, and to report regularly on their action research work
and reading throughout the year through a course journal. Each student was also
expected to write a critical review of another student’s work, and on an aspect of
the action research literature. The early Planners were somewhat restricted by their
need to guide assessment tasks required by a course. Nevertheless, the Planners
became popular and were used in many projects in several professional fields and
community projects outside Deakin University, with varying degrees of success
2,957 citations
03 Nov 2017
TL;DR: Schemata are active computational devices capable of evaluating the quality of their own fit to the available data as discussed by the authors and are employed in the process of interpreting sensory data, in retrieving information from memory, in organizing actions, in determining goals and subgoals, in allocating resources, and, generally, in guiding the flow of processing in the system.
Abstract: Schemata are employed in the process of interpreting sensory data, in retrieving information from memory, in organizing actions, in determining goals and subgoals, in allocating resources, and, generally, in guiding the flow of processing in the system. Perhaps the central function of schemata is in the construction of an interpretation of an event, object, or situation—that is, in the process of comprehension. Schemata are active computational devices capable of evaluating the quality of their own fit to the available data. Schemata consist of subschemata as procedures consist of subprocedures. A schema is said to be activated from the bottom-up whenever a subschema that has been somehow activated causes the various schemata of which it is a part to be activated. One of the central problems of a schema theory is a specification of the process whereby new schemata are developed.
2,061 citations