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作者 Masciale, Elizabeth Anne
書名 Discourses of pedagogy: Composing portfolios, students, and teachers
國際標準書號 9780591196009
book jacket
說明 233 p
附註 Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4701
Chair: Anne Ruggles Gere
Thesis (Ph.D.)--University of Michigan, 1996
"Discourses of Pedagogy: Composing Portfolios, Students, and Teachers" explores teaching portfolios as structures through which student-teachers and their university instructors use writing and reading to stimulate critical, generative pedagogies and teacher-research practices
This research emerges from a team-taught university seminar integrating advanced composition, literature and methods courses for pre-service teachers of secondary English. Students were actively involved in seminar planning and instruction (including curriculum design, classroom teaching, and assessment) and students' teaching portfolios result from and reflect on these collaborative pedagogical events as well as on their simultaneous field experiences. Portfolios act as reflective frameworks through which students conceptualize professional selves and practices: they give rise to visions of teaching which investigate the roles of language and experience in shaping classroom understandings, and they engage students in selecting, re-constructing and interpreting moments which mark their developing awareness of professional roles and responsibilities. Student-teachers write to negotiate emerging definitions of professional "knowledge" which are constantly situated, partial and interactive; and they write to work out notions of "authority" that arise from multiple, and often competing, intellectual positions within the professional community. A close reading of one portfolio in particular highlights a student's struggle to construct herself among competing professional discourses and challenges the extent to which portfolios can allow for newly defined authority in this classroom
As instances of "praxis," these portfolios push pre-service and experienced teachers to critique educational discourses, beginning with those shaping students' own professional preparation. The dissertation depicts gains and difficulties in remaking the classroom as a space which fosters productive, participatory learning and teaching communities along the lines of those described by Patti Lather. It proposes that writing and reading student-teacher portfolios, and writing and reading about these portfolios, can be instrumental to the emergence of teacher-researchers who seek to redefine existing educational paradigms. Self-conscious and collaborative portfolio pedagogy can be useful toward more empowering modes of professional writing and learning, revised models of teacher preparation, and reclaimed teacher authority in the production of research on teaching
School code: 0127
Host Item Dissertation Abstracts International 57-11A
主題 Education, Language and Literature
Education, Teacher Training
Language, General
0279
0530
0679
Alt Author University of Michigan
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