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Becoming-teacher: The negotiation of teaching practice of first-year secondary science teachers prepared in a hybrid urban teacher education program.

机译：成为教师：在城市教师混合教育计划中，对中学一年级科学教师的教学实践进行了谈判。

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摘要

While research suggests that new teachers work to put into practice the pedagogy learned from their preservice preparation programs during their first year of teaching, they often resort to traditional, teacher-centered pedagogies even when prepared to use innovative practices, particularly in urban schools. Relatively little is known, however, about how this process of perpetuating traditional teaching occurs. Using a theoretical framework informed by equity-minded pedagogy and rhizomatics, this study investigates the question, "Given their common experiences of preservice preparation in a hybrid urban teacher education program, how do three first-year teachers negotiate their pre-professional learning within their new environments as they construct their practice?".;To examine teaching as complex phenomena, I used methods underscored by postmodern perspectives, blending rhizomatic mapping and situational analysis to construct three case studies. I found that despite engaging in different micro-level interactions within their respective classrooms and schools, the three teachers featured in this study built their teaching practices through multiple similar, recursive, connected, and contextually situated processes. These included modifying their preservice learning to fit their new school settings and students, negotiating with students for their participation in learning activities, and constructing and enacting teacher-selves. Elements within the teacher herself (e.g., her beliefs and background experiences); the classroom (e.g., students and physical space); the school (e.g., school leadership and particular school norms); and the larger district/state/national contexts (e.g., mandated curriculum and standardized tests) shaped these processes and ultimately, each teacher's practices.;These findings suggest that the relationship between pre-professional learning and classroom teaching is complex and non-linear, especially as the teacher's preservice learning is only one of many factors influencing her instructional practices. Moreover, the work of teaching is fundamentally relational, meaning that the objects, ideas, people, and spaces with which the teacher connects irrevocably influence her teaching practice. Finally, because enacting equitable teaching practices in urban schools challenges dominant norms and the structures that reinforce them, the process cannot be expected to occur smoothly. However, teachers might pursue lines of flight, or breaks from the status quo, and over time these can contribute to larger changes.
机译：虽然研究表明，新教师正在努力实施从任职前培训课程中学到的教学方法，但即使在准备使用创新方法的情况下，他们也经常诉诸以教师为中心的传统教学法，特别是在城市学校。然而，关于这种延续传统教学的过程是如何发生的知之甚少。本研究使用公平思想的教学法和根瘤学为基础的理论框架，研究了以下问题：“鉴于他们在混合城市教师教育计划中的岗前准备的共同经验，三名一年级教师如何在他们的内部协商他们的职业前学习他们将新的环境构造为实践吗？”。为了将教学视为复杂现象，我使用了后现代观点强调的方法，结合了根际映射和情况分析，以构建三个案例研究。我发现，尽管在各自的教室和学校中进行了不同的微观互动，但本研究中的三位教师还是通过多个相似，递归，联系和上下文相关的过程建立了他们的教学实践。这些措施包括修改他们的职前学习以适应新的学校环境和学生，与学生进行谈判以参与学习活动，并建立和制定教师自我。老师本人的要素（例如，她的信仰和背景经验）；教室（例如学生和物理空间）;学校（例如学校领导和特定学校规范）;并且较大的地区/州/国家/地区环境（例如，强制性课程和标准化考试）决定了这些过程，最终决定了每位教师的实践。这些发现表明，职业前学习与课堂教学之间的关系是复杂且非线性的，特别是因为教师的岗前学习只是影响其教学实践的众多因素之一。而且，教学工作从根本上是相互联系的，这意味着老师所连接的对象，思想，人和空间将不可撤销地影响她的教学实践。最后，由于在城市学校中实行公平的教学实践会挑战主导规范和强化规范的结构，因此，不能期望这个过程会顺利进行。但是，教师可能会选择飞行路线，或者偏离现状，随着时间的流逝，这可能会带来更大的变化。

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  • 作者

    Strom, Kathryn Jill.;

  • 作者单位

    Montclair State University.;

  • 授予单位 Montclair State University.;
  • 学科 Education Teacher Training.;Education Secondary.;Education Philosophy of.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 445 p.
  • 总页数 445
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 等离子体物理学;
  • 关键词

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