Certification from the National Board of Professional Teaching Standards (NBPTS) offers experienced teachers opportunities through a written portfolio to “match” their practice to the Board's standards. In creating standards and requiring teachers to argue in writing that they have realized the standards in their teaching, the NBPTS may offer a national discourse about teaching, and as such may form a “discourse community.” However, since teachers’ working knowledge is local, contextualized, personal, and oral, teachers may find difficulties in entering such a discourse. Using interviews and qualitative analysis, this study of four teachers applying for NBPTS certification found that teachers have difficulty representing their knowledge about practice in writing. Those candidates who were most successful were able to assume the NBPTS discourse values, which may be at odds with teachers’ “working knowledge.”
This study examined whether student gender and the type of student misbehavior affected the classroom management techniques of pre-service teachers. Participants were pre-service teachers who interacted with avatar students controlled by an actor in a mixed-reality environment. Avatar students' behaviors were systematically coded along with their gender. Preservice teachers' responses were organized into four categories: coercion, retreatism, normative, and remunerative. Preservice teachers' use of proximity and tone of voice were also recorded. Data were analyzed using chi-square and ANOVA tests. Significant differences in pre-service teacher responses were found for type of avatar student misbehavior but not avatar student gender. Results and implications for future research are discussed.
This study addresses urban Appalachian girls and identities as constructed within and outside of the written discourses of the institution known as school. Drawing on poststructuralist (Weedon, 1997) and sociocultural (Gee, 1996) perspectives of language, identities and discourses (Gee, 1996), and on the feminist philosopher Griffiths (1995), it is argued that girls' identities are dependent upon consent given to particular relationships available in various discourses.
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