Becoming a member of the teaching profession: Learning a language of possibility

Rosaen, Cheryl L.; Schram, Pamela J.

doi:10.1016/s0742-051x(97)00044-9

Cited by 16 publications

(11 citation statements)

References 24 publications

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“…In university classrooms, teacher candidates engaged in collaborative curriculum projects (e.g. collaborative unit planning, team teaching) can learn and practice the skills of presenting and negotiating ideas as they engage in curricular conversations with their peers (Rosaen & Schram, 1998). Though the power issues are different, the negotiating skills can still be learned.…”

Section: Discussionmentioning

confidence: 99%

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

Smith

2007

Mentoring & Tutoring: Partnership in Learning

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Section: Discussionmentioning

confidence: 99%

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

Smith

2007

Mentoring & Tutoring: Partnership in Learning

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“…All versions feature the teacher's personal self-understanding about a commitment to extended outcomes. This emphasis is reflected in Greene's (1991) description of -personal reality,‖ in Rosaen and Schram's (1998) description of -the autonomous self,‖ in Corno's (2004) description of vision as an -internal guiding system,‖ and in the description of vision as a -moral compass‖ (Duffy, 2005). In this sense, a vision makes teachers' ultimate ideals conscious.…”

Section: Perspective 2: Visionmentioning

confidence: 99%

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Fairbanks

Duffy

Faircloth

et al. 2009

Journal of Teacher Education

213

117

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As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. We provide four perspectives, each drawn from areas in which we conduct our research, and suggest a need to move beyond knowledge in teacher education. Our aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same. We postulate that self-knowledge and a sense of agency with the intent of purposefully negotiating personal and professional contexts may be as important, if not more important, than the more traditional conceptions of professional knowledge.

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“…This influence is often implicit and shapes practitioners' tacit theories-in-action in ways that compete with or over-ride ideas encountered in initial or continuing professional education (Rosaen and Schram, 1998). Siraj-Blatchford (1999, p. 21) has suggested that practice was based on 'a consensus around an individualised play-based curriculum and that adults should be non-directive and only facilitate learning.'…”

Section: Pedagogical Practices: Influences and Understandingsmentioning

confidence: 99%

Pedagogy: the silent partner in early years learning

Stephen

2010

Early Years

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This paper sets out to look critically at the influences on pedagogy in early years education, at the ways in which it is enacted in practice and the pedagogical perspectives held by practitioners. The aim of the paper is to explore the current state of understanding and suggest areas to be included in an agenda for future research. The factors that influence practitioners' actions are reviewed and the consensus around child-centredness and play is challenged. Findings from two studies of pedagogy in action in the early years are presented and examined in terms of socio-cultural theory and its implications for practice. The first of these studies draws attention to the varied nature of pedagogical interactions that support learning while the second looks at the experience of pedagogical innovation. The need for researchers and practitioners to find effective ways of communicating and working together is stressed throughout the paper.

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Becoming a member of the teaching profession: Learning a language of possibility

Cited by 16 publications

References 24 publications

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Pedagogy: the silent partner in early years learning

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