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Honoring interns' teaching ideas: Negotiating dilemmas in the expert-novice learning dialogue.

机译：尊重实习生的教学思想：在专家与新手学习对话中谈判困境。

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摘要

Expert-novice learning dialogues are a central means of teaching and learning throughout society. Such dialogues are particularly common in teacher education, where experienced and novice teachers converse regularly in their daily reflection and planning conversations. While many scholars have studied the nature and content of mentor-intern conversations during student teaching experiences, there has been relatively little investigation into how such dialogues honor the teaching ideas interns bring to the classroom, or the challenges of honoring these ideas in joint planning conversations.; This study investigated mentor-intern co-planning conversations as an example of a learning dialogue between an expert and novice planner. Through this lens, this study describes and analyzes mentor-intern co-planning conversations to uncover the various challenges mentors and interns encounter as they attempt to engage in conversations about interns' teaching ideas. Specifically, it explores the potentials and pitfalls of this hierarchical learning dialogue as a context for discussing and developing interns' teaching ideas in the process of learning to plan and teach.; This study looks closely at the co-planning conversations of two mentor-intern pairs. Drawing on theory and methods from ethnography and sociolinguistics, the following data were collected and analyzed: initial interviews with interns and mentors; videotapes of mentor-intern co-planning conversation; audiotaped viewing sessions where the mentors and interns talked about these videotaped interactions; audiotaped co-planning conversations; field notes; and interns' lesson plans.; Analyses of the co-planning conversations revealed several findings about the challenges of engaging in educative dialogue about interns' ideas in co-planning conversations. Together, these findings suggest that engaging in authentic dialogue about interns' teaching ideas requires mentors and interns to talk and interact in ways that run counter to their institutional identities, discourse, and working relationship. Findings from the analyses include: (1) mentors' and interns' institutional discourse and identities limit discussion of interns' teaching ideas; (2) the participants co-plan in ways consistent with the "official" space and scripts of planning; co-planning around interns' ideas requires engagement in a "Third Space" (Gutierrez & Stone, 2000); (3) honoring interns' ideas requires a degree of joint engagement and transformation that is difficult to achieve in the school context; and (4) it is difficult for mentors to release (and interns to accept) control of the planning in the context of their joint work.; This study provides a window into the complexities of mentor-intern learning dialogues that informs the work of teachers and teacher educators who learn and teach through conversation. It offers implications about the preparation of mentors and interns for their joint work. In particular, the study asks teacher educators to: (1) think harder about models of mentoring that draw on expert-novice dialogue; (2) expand teaching and mentoring expertise and identity to include engaging as co-learners with novice teachers; (3) rethink how we define assistance and assessment for preservice teachers; and (4) develop cross-institutional networks to build shared language and knowledge for preparing teachers.
机译：新手学习对话是整个社会教学的主要手段。这种对话在教师教育中尤为常见，在那里经验丰富的和新手教师在日常思考和计划对话中定期交谈。尽管许多学者在学生教学过程中研究了导师与实习生对话的性质和内容，但对于这种对话如何兑现实习生带给课堂的教学思想或在联合计划对话中兑现这些思想所面临的挑战，却鲜有研究。 。;这项研究调查了导师与实习生的共同计划对话，以专家和新手计划者之间的学习对话为例。通过这种视角，本研究描述并分析了导师与实习生的共同计划对话，以揭示导师与实习生在尝试进行有关实习生教学思想的对话时遇到的各种挑战。具体来说，它探索了这种分层学习对话的潜力和陷阱，以此作为在学习计划和教学过程中讨论和发展实习生教学思想的背景。这项研究仔细研究了两个导师-实习生对的共同计划对话。根据人种学和社会语言学的理论和方法，收集并分析了以下数据：与实习生和导师的初次面谈；指导生与实习生共同计划对话的录像带；音频观看会议，导师和实习生谈论这些录像互动。录音的共同计划对话；实地记录；以及实习生的教学计划。对共同计划对话的分析揭示了一些关于在共同计划对话中进行有关实习生思想的教育性对话的挑战的发现。总之，这些发现表明，就实习生的教学思想进行真正的对话需要导师和实习生以与他们的机构认同，话语和工作关系背道而驰的方式进行对话和互动。分析得出的结果包括：（1）导师和实习生的制度话语和身份限制了对实习生教学思想的讨论； （2）参与者以与“官方”空间和计划脚本相一致的方式共同计划；围绕实习生的想法进行共同计划需要参与“第三空间”（Gutierrez＆Stone，2000）； （3）尊重实习生的思想要求一定程度的联合参与和转变，这在学校环境中是很难实现的； （4）导师很难在他们的联合工作中释放（和实习生接受）对计划的控制。这项研究为了解导师与实习生之间学习对话的复杂性提供了一个窗口，该对话为通过对话学习和教学的教师和教师教育者的工作提供了信息。它为指导者和实习生的联合工作准备工作提供了启示。这项研究尤其要求教师教育者：（1）更加认真地思考基于专家与新手对话的指导模型； （2）扩大教学和指导的专业知识和身份，使其包括与新手老师共同学习； （3）重新考虑我们如何定义对职前教师的协助和评估； （4）建立跨机构的网络，以建立共享的语言和知识，为教师做准备。

著录项

  • 作者

    Smith, Emily Remington.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Teacher Training.; Education Secondary.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 369 p.
  • 总页数 369
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;中等教育;
  • 关键词

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