Search results for: Schultz Katherine
Page 1/1 3 items
This article examines the written narratives and poetry of new teachers in two different pathways into teaching to deepen our knowledge about how teachers construct a professional identity, to further understand the role of narrative and inquiry in teacher learning, and to add to conversations about the design of teacher preparation programs. An analysis of the teachers’ narratives reveals that their professional identities were shaped by their membership in a range of knowledge communities, including the Narrative Writing Group and also their schools, network of friends, and the preparation programs. The narratives of professional identity development were shaped in relationship to other people, including mentor teachers and students.
Updated: Mar. 07, 2016
The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. The author concludes that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher’s practice and changes a teacher’s understanding of students’ participation. The author suggests that teachers redefine participation in classrooms to include silence.
Updated: Nov. 23, 2010
In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003).
Updated: Apr. 08, 2008