![](/client/images/blank.gif)
Eylem Seç
![Landscapes for Learning: Outcomes of Literacy Practices in Teacher Education için kapak resmi Landscapes for Learning: Outcomes of Literacy Practices in Teacher Education için kapak resmi](/client/assets/d79c3e4af2b6d196/ctx/images/no_image.png)
Landscapes for Learning: Outcomes of Literacy Practices in Teacher Education
Başlık:
Landscapes for Learning: Outcomes of Literacy Practices in Teacher Education
Yazar:
Stoetzel, Lindsay M., author.
ISBN:
9780438062610
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (186 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Mary Louise Gomez Committee members: Beth Giles-Klinkner; Dawnene Hassett; Catherine Vieira.
Özet:
The use of teacher performance assessments as a qualifier for new teacher licensure requires preservice teachers to engage in globally mandated literacy practices distinct from the local control of teacher preparation programs. In order to better understand the role both local and global writing plays in teacher identity-building, this case study takes a longitudinal and cross-sectional approach to analyzing teacher candidate writing throughout their preparation program. Engagement in literacy practices is situated from a sociocultural perspective that argues for an ideological understanding of writing to account for differential access to literacies and the role genre plays in structuring professional identities. The findings present narratives of three participants and their writing experiences across two years of a traditional teacher training program culminating in completion of a high-stakes teacher performance assessment. A Bakhtinian lens is used to analyze the relationships between these writing experiences and identity construction drawing on concepts related to intertextuality (utterance, speech genre) and discourse (authoritative and internally persuasive). This work highlights the importance of the writing situation, particularly the nature of the writing task and motivations of the writer, as they contribute to the outcomes associated with a particular literacy practice. The divergent narratives present a variety of perspectives representative of the complexity and nuances of "learning to be" through writing. Future implications for teacher educators focus on instructional design and alignment that engages teacher candidate voices throughout the writing process. Important questions are also raised for the future use of teacher performance assessments as indicators of teacher quality and as authentic opportunities for learning.
Notlar:
School code: 0262
Konu Başlığı:
Tüzel Kişi Ek Girişi:
Mevcut:*
Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(694909.1) | 694909-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
On Order
Liste seç
Bunu varsayılan liste yap.
Öğeler başarıyla eklendi
Öğeler eklenirken hata oldu. Lütfen tekrar deneyiniz.
:
Select An Item
Data usage warning: You will receive one text message for each title you selected.
Standard text messaging rates apply.