Title: THE TEACHING LEARNING DIALECTIC: TWO CASES OF TEACHERS IN GRADUATE SCHOOL
Abstract: In this study I explore the use of oral and written discourse by two teachers in a graduate program in Educational Studies as they construct knowledge about teaching and enact the teaching learning dialectic. In this process, teachers interact with the course work, the professors, the discourse, and the field experiences in styles characteristic of their ways of learning. Throughout this highly individual process, they are appropriating and elaborating on particular teaching knowledge while developing self understanding congruent with their motivations and their ways of learning. Finally, the dialogues and the accompanying narratives themselves are essential. Further research is envisioned to suggest ways to develop a context for reflective thinking to be made explicit while supporting a thoughtful, yet critical questioning of teachers’ already established beliefs and understandings.
Publication Year: 1998
Publication Date: 1998-05-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 3
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