The Space in Between: A Book Club with Inner-City Girls and Professional Teacher Learning

Autor/inn/en	Kooy, Mary; Colarusso, Dana M.
Titel	The Space in Between: A Book Club with Inner-City Girls and Professional Teacher Learning
Quelle	In: Professional Development in Education, 40 (2014) 5, S.838-854 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.834839
Schlagwörter	Females; Urban Areas; Books; Clubs; Secondary School Students; Pedagogical Content Knowledge; Faculty Development; Mothers; Longitudinal Studies; Secondary School Teachers; Teacher Student Relationship; Parent Teacher Cooperation; Communities of Practice; Teacher Attitudes; Critical Reading; Group Discussion; Interviews; Student Role; Teacher Role; Mentors; After School Programs; Phenomenology + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Urban area; Stadtregion; Book; Buch; Monographie; Monografie; Club; Klub; Sekundarschüler; Pädagogische Kompetenz; Mother; Mutter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Community; Lehrerverhalten; Kritisches Lesen; Gruppendiskussion; Interviewing; Interviewtechnik; Lehrerrolle; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	The effects of teacher learning that transitions into pedagogical knowledge and practice remains an under-investigated area in the literature. This longitudinal study extended one teacher's professional learning into her inner-city secondary school, where she created a mother-daughter after-school book club that began when 12 Black girls, joined by three mothers, entered Grade Nine. The longitudinal, four-year study group (2006-2010) was maintained over the course of the girls' secondary schooling. The sustained investigation of the teacher's professional learning and growth developed through the ongoing reflective interactions and dialog with the girls and their mothers that challenged and shaped the teacher's changing pedagogical knowledge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10