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首页> 外文OA文献 >\u27I do lots of things that the University would not approve of\u27. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati
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\u27I do lots of things that the University would not approve of\u27. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati

机译：我做了很多大学不赞成的事情。在职前和初任教师眼中什么才是专业知识-遭遇对师范生在职前中学准备中的作用的启示

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摘要

This paper is an account of teacher educator perceptions of the take-up by beginning teachers of the values and practices advocated in pre-service education. Methodologically grounded in a critical ethnographic account, two teacher educator/researchers retell their understanding of the one-month experience as middle school classroom teachers in an allocated school. The paper examines the consequences of what counts as professional knowledge in the eyes of pre-service and beginning teachers and the implications of the encounter for the role of teacher educators in preservice preparation. The purpose of the research is to consider the well-researched issue of the rejection of academic training (to greater or lesser extents) that is experienced by very many preservice and beginning teachers at some stage after experience in schools. As an exemplary colleague teacher said to us as we negotiated our participation in the school: "I do lots of things that the University would not approve of". Our argument is that teacher education needs the kind of participatory inquiry represented by the undertaking and methodology of this project. The paper is the \u27primary record\u27 (Carspecken 1996) of the research and works to open the next phase, the dialogical stage of the research process.
机译：本文介绍了教师教育工作者对新手教师接受职前教育所倡导的价值观和实践的理解。从方法学的角度出发，基于一项重要的人种学研究，两名教师教育者/研究者讲述了他们对所分配学校中学教室教师一个月经验的理解。本文考察了在职前和新任教师眼中什么是专业知识的后果，以及相遇对职前教师准备中教师教育者角色的影响。该研究的目的是考虑在许多学前班和初任教师在学校学习后的某个阶段所经历的（在某种程度上）拒绝学术培训（或多或少）的经过精心研究的问题。正如一位模范的同事老师在我们商讨参加学校时对我们说的：“我做了很多大学不赞成的事情”。我们的论点是，教师教育需要以该项目的开展和方法为代表的参与式探究。该论文是这项研究的“主要记录”（Carspecken 1996），旨在开启下一阶段，即研究过程的对话阶段。

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