Literaturnachweis - Detailanzeige
Autor/in | Delaney, Katherine K. |
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Titel | Dissonance for Understanding: Exploring a New Theoretical Lens for Understanding Teacher Identity Formation in Borderlands of Practice |
Quelle | In: Contemporary Issues in Early Childhood, 16 (2015) 4, S.374-389 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1463-9491 |
DOI | 10.1177/1463949115616326 |
Schlagwörter | Professional Identity; Teacher Attitudes; Self Concept; Knowledge Base for Teaching; Teacher Competencies; Preschool Teachers; Beginning Teachers; Identification (Psychology); Best Practices; Teaching Methods; Expectation; Early Childhood Education; Faculty Development; Teacher Education; Case Studies; Problem Solving; Ability; Cognitive Development Lehrerverhalten; Selbstkonzept; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Problemlösen; Fähigkeit; Fertigkeit; Kognitive Entwicklung |
Abstract | Borderlands of practice are spaces where teachers are engaged in negotiating multiple conceptions of "best practices" within their daily teaching practice. Teachers at work in borderlands must actively negotiate varied conceptions, expectations, and assumptions about what is "best" for their students. These conceptions often challenge teacher professional knowledge and can result in a sense of dissonance about how to best meet the needs of students. Using a case study of one veteran teacher's sense-making processes in her first year of teaching pre-Kindergarten, this article explores how a theoretical lens of dissonance might help researchers and teacher educators to better understand and support teacher identity formation in borderlands of practice. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |