Towards a Praxeology of Teaching

Roth, Wolff‐Michael; Lawless, Daniel; Tobin, Kenneth

doi:10.2307/1585864

Cited by 32 publications

(19 citation statements)

References 35 publications

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“…She has other ways being that include her relation to family, community, vocation, and avocation. (p. 1039) From this perspective, [w] Feldman starts from a sociocultural perspective (Roth et al, 2000;Tobin & McRobbie, 1996) that emphasizes dialectical interactions between the teacher, his/her beliefs, goals, and behavior and the context in which the action is taking place. That is, what teachers do is affected by their past and present circumstances, by their expectations and intentions, by the people with whom they are continually engaged, and by the milieu of particular traditions, institutions, customs, and their purposes and beliefs (Greene, 1967).…”

Section: Transformations Of Curriculum Innovationsmentioning

confidence: 99%

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Pintó¹

2004

Sci. Ed.

128

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This paper introduces the four research papers in this paper set, which all derive from a European research project, STTIS (Science Teacher Training in an Information Society). The central concern of the project was to study curriculum innovations in science, and to investigate ways in which teachers transform these innovations when putting them into practice. This work led to the construction of appropriate teacher training materials for use when an innovation is being introduced. The paper describes the mutual research strategy agreed upon by the STTIS partners. Both to avoid repetition and to underline the understanding that the partners share about the issues involved in curriculum innovation and related teacher education, the main theoretical background is to be found here. Themes and conclusions common to all the papers are highlighted. The paper also outlines the common features of the approach the STTIS partners took toward the construction of teacher training materials. These materials build in concrete results from the research, in forms that provoke discussion and reflection aimed at making teachers more aware of their ideas and behavior, with a view to effecting lasting change.

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Section: Transformations Of Curriculum Innovationsmentioning

confidence: 99%

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Pintó¹

2004

Sci. Ed.

128

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“…Teaching is more than knowing theory and applying it (e.g., Roth, Lawless, & Tobin, 1999). My own view is that teaching is learned by doing it.…”

Section: Methodsmentioning

confidence: 99%

“…However, the knowledge needed to teach is of a different genre than what can be spoken and written. Teaching is enacted and is best learned by doing in ways that close the theory-practice gap that has been a concern of teacher educators for so long (Roth, 1998a(Roth, , 1998bRoth, Lawless, & Tobin, 1999). Throughout the paper there are allusions to this principle and it certainly has been our experience that in co-teaching we all had opportunities to try out different approaches to the teaching of science in urban settings.…”

Section: Kenmentioning

confidence: 99%

Educating science teachers for the sociocultural diversity of urban schools

Tobin

Seiler

Smith

1999

Research in Science Education

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This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor, Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student, in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors of this paper co=taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching as an essential component of teacher education programs. IntroducationIn the conflict between theory and practice tha~t the college and school site represent, teacher preparation belongs more in the domain of theory and the purview of the college. As many public school teachers acknowledge when they return to college for additional coursework, the ivory tower does isolate its inhabitants, but it can give them a perspective that is restorative in its idealism. Prospective teachers, especially those who will work with poor, minority students under conditions that reinforce failure, need to have the "ideal," which they see little of in urban schools, emphasised in their preparation, to gird them against the "real," which they see and hear far too much of when they teach. (Weiner, 1993, p . I33).The citation from Weiner is problematic even though there are elements of common sense in what she asserts. Unless student teachers learn to teach in urban schools how can they expect to know how to teach in such settings when they graduate and seek employment? We regard knowledge of teaching as something that is enacted. What can be written and spoken about essentially have a different character than knowledge of teaching. Being able to write about how to teach in urban schools or having read key theoretical and empirical works about teaching and learning in urban schools are no guarantee that a prospective teacher will teach successfully. Furthermore, learning to teach in a suburban or high track class may not provide the experience from which a person can learn to teach students from low track classes. We regard field experiences in a variety of urban placements as essential in the process of learning to teach in urban schools as well as experiencing alternative images of what is possible in the best schools and deep exposure to theories that can enlighten those experiences. The link between theory and practice has been a site for dispute for as long as there have been teacher education programs. Now there is...

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“…SungWon: I think Sasha's example points out dialectics of praxis and praxeology, that is, the emerging development of embodied experience (praxis) and "talk about praxis" (praxeology) grounded on one another (Roth, Lawless, & Tobin, 2000). For the student, their experiences in the cyber space must have not provided resources that the data refers to.…”

Section: Michaelmentioning

confidence: 99%