A Teacher Educator Writes and Shares: Student Perceptions of a Publicly Literate Life

Autor/in	Kaufman, Douglas K.
Titel	A Teacher Educator Writes and Shares: Student Perceptions of a Publicly Literate Life
Quelle	In: Journal of Teacher Education, 60 (2009) 3, S.338-350 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109336544
Schlagwörter	Teacher Attitudes; Teacher Educators; Teaching Methods; Student Attitudes; Preservice Teachers; Preservice Teacher Education; Inservice Teacher Education; Grounded Theory; Teaching Skills; Writing Skills; Educational Strategies; Classroom Environment; Student Motivation; Writing Instruction; Models; Faculty Development + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehramtsstudiengang; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Writing skill; Schreibfertigkeit; Lehrstrategie; Klassenklima; Unterrichtsklima; Schulische Motivation; Schreibunterricht; Analogiemodell
Abstract	A literature review reveals limited information regarding the modeling of authentic writing practices by teacher educators for their students. This study examines the effect of the author's modeling processes as evidenced by education students' assessments of his courses. The author analyzed data using a grounded approach to document their perceptions of the benefits of his in-class writing and sharing of literacy work. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components. Perceived academic benefits included the learning of skills, strategies, and methods that influence a teacher's ability to address intellectual or technical aspects of classroom life. Perceived affective benefits included the enhancement of student motivation and the creation of a respectful, caring, and trustworthy learning community. Together, responses appeared to set the stage for the establishment of a more complex, multifaceted classroom discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10