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Record identifier : 567872
Personal Name - Primary Intelectual Responsibility : Hauschildt, Patricia May
Title and statement of responsibility : Collaborative storytelling in secondary teacher education: Learning to "teach all children" through our own stories of practice [Thesis]
Publication, Distribution,Etc. : The University of Wisconsin - Madison, 1995
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.d
Body granting the degree : , The University of Wisconsin - Madison
Summary or Abstract : The one-year study shows the process of six prospective secondary English teachers of learning to "teach all children" and the self-inquiry process of one novice teacher educator/researcher learning to teach prospective teachers. Shared stories of learning and teaching through conversational talk become the means for making sense of what we know, of discovering what we need to know, and of why we practice as we do in the classroom. The study argues for the legitimization of all knowledges as necessity in preparing teachers to teach in a critical, self inquiry approach and suggests storytelling, storyreceiving, and storylistening as a possible teacher education methodology. Participants volunteered for fifteen bi-monthly seminar sessions separate from but concurrent with their university secondary methods course, practicum field placement, and student teaching experience. Critical, feminist, social constructivist, narrative, social reconstructionist and postmodern theories inform the analysis, but particularly Vygotsky and Bourdieu. The methodology experiments with a combination of critical ethnography, action research, and participatory research. Extensive transcribed sections of dialogue show struggles and successes of knowledge integration with classroom practice. The study begins with the researcher's story of unsuccessfully trying to teach through official knowledge of teacher education and personal lived knowledge as separate entities. Subsequent chapters focus on the teacher educator role and dilemmas, the prospective teachers' changing discourse over time and with increased teaching experience, and prospective teachers' stories of learning to teach students who are marginalized on the basis of perceived ability, class, gender, or race..
Topical Name Used as Subject : Teacher education, Secondary education, Curricula, Teaching
Information of biblio record : TL
 
 
 
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