Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

Grossman, Pamela L.; Valencia, Sheila W.; Evans, K E; Thompson, Clarissa A.; Martin, Susan D.; Place, Nancy A.

doi:10.1080/10862960009548098

Cited by 193 publications

(186 citation statements)

References 11 publications

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“…"Learning to teach, as FeimanNemser (2001) suggested, requires pulling together strands of understandings and skills" (Wood, Jilk, & Paine, 2012, p. 2), a complex task that highlights the need for strong knowledge of content and pedagogy, as well as pedagogical content knowledge (PCK, Shulman, 1986). Grossman et al (2000) found that ECTs actually increase and refine their use of pedagogical tools learned in teacher education programs after their first year of teaching, rather than simply discarding those tools, as is sometimes suggested. Their work indicates the importance of determining what capacities are the most important to develop in teacher education programs and how best to develop them.…”

Section: Ects' Development Of Teaching Practicesmentioning

confidence: 99%

“…There is considerable interest in understanding more about how pre-service teachers (PSTs) grow and change as they move from teacher education programs into their first years of teaching (Beck & Kosnick, 2014;Cochran-Smith et al, 2012;Caudle & Moran, 2012;Grossman et al, 2000;Jones & Enriquez, 2009). We conducted a longitudinal study from 2012 to 2016 examining the transfer of learning about literacy practices from a preservice teacher education program to the secondary classrooms of early career teachers (ECTs).…”

Section: éTude De Cas Exploratoire Sur Une Pratique Professionnelle Ementioning

confidence: 99%

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An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

Murray-Orr

Mitton-Kukner

2017

mje

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This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous community in northern Canada, with a focus on how his pedagogical content knowledge and his culturally relevant pedagogical practices developed. This case traces Don’s journey from his goals and plans at the end of his teacher education program, through his feelings of uncertainty near the end of his first year of teaching, to his growing confidence in his second year of teaching.Cet article s’intéresse au parcours de Don, un enseignant en début de carrière et participant d’une étude longitudinale examinant le transfert des apprentissages en termes de pratiques en alphabétisation, de la formation des futurs enseignants à l’enseignement d’un contenu pédagogique en classe de secondaire. Nous avons suivi le parcours de Don dès son programme de baccalauréat en éducation et pendant ses deux premières années d’enseignement au sein d’une communauté autochtone du Nord canadien. Nous nous intéressons particulièrement à ses connaissances pédagogiques liées au contenu et aux pratiques pédagogiques culturellement pertinentes qu’il a développées. Cette étude de cas explore l’aventure de Don, de ses buts et objectifs à la fin de son programme de formation en enseignement, en passant par l’insécurité ressentie vers la fin de sa première année de pratique jusqu’à une confiance grandissante au cours de sa deuxième année d’enseignement

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Section: Ects' Development Of Teaching Practicesmentioning

confidence: 99%

Section: éTude De Cas Exploratoire Sur Une Pratique Professionnelle Ementioning

confidence: 99%

An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

Murray-Orr

Mitton-Kukner

2017

mje

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“…In our author interviews many bestselling authors have stated that they came up with the basics of a character's personality and then they found that the character just "came alive" for them and ended up driving the story all on his own. But for the beginning writer, sometimes a more concrete approach is helpful (Grossman et al, 2000) In most of the stories, it can be found one or two main characters, namely characters associated with all the events that took place in the story. The term "character" according to Reginald (2009) means an individual in the story or in other words "characters" or also refers to the fusion of the interests of interests, emotions and moral principles that form the characters or in other words, describe the behavior or trait characters.…”

Section: Al-ta'lim Journal 23 (2) 2016 (139-145)mentioning

confidence: 99%

Identifying Characters of “Where Angel Fear to Tread Novel” in Teaching Literary Work

Suhaimi¹

2016

Al-Ta'lim J.

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The aim of the research is to identify some characters in the novel Where Angels Fear to Tread in teaching literary works. In learning of characters, someone will understand about the term of the interests, desires, emotions, and moral those form the individual within a story. Library research was used in thid study. The experts divide characters become two characters; they are central characters and additional characters. Central characters are a character who takes the greatest part in the main character or a figure that is most telling. Volume appearance of the main character more than the other characters. Meanwhile, additional characters or subordinate figures are figures that appear once or several times, figures that support or assist the central figure. In the novel Where Angels Fear To Tread, writer found some figures or characters such as: Mrs. Herriton, Lilia, Philip, Gino, and Carroline Abbot. Each of them had different characters; Mrs Herriton was a selfish and arrogant because she came from a high social status. Lilia was a patient and never denied what was ruled by her mother in-low although sometimes she was often treated her like slaves. Philip was figured as a handsome man, his tolerance and empathy were high. Gino was figured as stupid character. Miss Abbott as a nice, quiet, dull, and friendly.

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“…However, there are clear signs that they have developed a professional language and use words and specific concepts related to their work as preschool teachers (cf. Grossman et al 2000).…”

Section: Some Preliminary Analytical Notes On Professional Identitymentioning

confidence: 99%

Achieving a professional identity through writing

2017

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In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers' conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

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Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond

Cited by 193 publications

References 11 publications

An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

Identifying Characters of “Where Angel Fear to Tread Novel” in Teaching Literary Work

Achieving a professional identity through writing

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