Search results for: Hawley Todd S.
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This work had two purposes. First, the authors wanted to organize an experience for the preservice teachers in which they would engage in inquiry into their own practice. Second, as teacher educators, they hoped to learn about their own practices and the ways they encourage an inquiry stance during student teaching. The authors conclude that introducing self-study to preservice teachers can be a way to encourage deeper understandings of practice and critique-oriented reflective experience that emerged from the data collection, analysis, and collaboration processes. The experience promoted collegial talk among groups and prompted questions about practice that reframed experiences.
Updated: Jan. 22, 2017
Learning from Young Adolescents: The Use of Structured Teacher Education Coursework to Help Beginning Teachers Investigate Middle School Students' Intellectual Capabilities
In this article, the authors discuss findings from a case study in which beginning secondary social studies teachers interviewed young adolescents with the goal of unearthing and possibly challenging the teachers' beliefs about middle school students’ capabilities in social studies. The results of this study suggest that the coursework showed potential for shifting teachers’ views of young adolescents’ intellectual capabilities and, in some cases, shaping new commitments to teaching middle school students.
Updated: Sep. 20, 2011