Teacher Conceptualization of Teaching: Integrating the Personal and the Professional.
This postmodern ethnographic study of teacher conceptualization of teaching expanded the findings of other research regarding the disconnect between teacher preparation programs and classroom teaching by exploring how personal and professional knowledge and identities are synthesized for 10 in-servi...
| Published in: | Journal of Ethnographic & Qualitative Research Vol. 4; no. 4; pp. 168 - 180 |
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| Format: | Article |
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Michael Firmin, PhD
Summer 2010
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510895771&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510895771 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Summer 2010 vid: 4 iid: 4 pid: 37839 pub: Michael Firmin, PhD artinfo: ui: 510895771 ppf: 168 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 148KB tig: atl: Teacher Conceptualization of Teaching: Integrating the Personal and the Professional. aug: au: Brilhart, Dan su: Teacher attitudes Teaching In-service training of teachers sug: subj: Teacher attitudes Teaching In-service training of teachers ab: This postmodern ethnographic study of teacher conceptualization of teaching expanded the findings of other research regarding the disconnect between teacher preparation programs and classroom teaching by exploring how personal and professional knowledge and identities are synthesized for 10 in-service teachers. Teachers in the study filtered educational ideas through a foundational process that emphasized relational aspects of teaching. Two major influences on teacher conceptualizations included biographical experiences and the exploration of self as teacher, including developing perspectives of what it means to be a student. This investigation revealed that teachers, even when responding to a school's educational philosophy, still conceptualized teaching through their own personal experiences. Experiential and reflective learning are encouraged for teacher development. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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