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This book is an attempt to show that preservice teacher knowledge
is substantive and should be part of the wider database of
knowledge about teaching and learning in the field of teacher
education. From the perspectives of five prospective teacher
interns and a teacher educator, this volume brings the experiences
of students conducting research during preservice teacher education
to life. Charged to conduct a semester long study in the school,
the intern-authors studied classroom scenes and their own work, and
wrote case studies depicting their experiences. Their pieces -- in
their entirety -- compose the central chapters of the book and
serve as examples of preservice teacher research. The surrounding
chapters examine the interns' experiences of conducting research
during their preservice internship year primarily from the
perspective of a teacher educator who studied them and the scene
throughout the experience. The teacher educator examines the
interns' approaches to research and the processes they employed to
conduct and complete their studies, the interns' professional
growth as a result of their participation in the study, and the
impact the project had on the program. This book fills the gaps
that exist in the present literature on the use of teacher research
during preservice by including the inquiry works of preservice
teachers as examples of legitimate, important preliminary research
in their own rights, and by addressing the complex issues of
conducting this type of study during preservice from multiple
perspectives, not just that of the university researcher. While
some texts include the perspectives of students and even include
portions of students' own work, this text takes the step of
co-authorship, sharing the academic discourse with intern teachers
who have produced experience and knowledge that are informative for
the field of education as a whole and specifically for teacher
education. The text attempts to combine many voices into one
thorough, narrative approach, ultimately urging the reader to
consider the possibilities of teacher research for advancing
knowledge in the field and for enhancing the professional
development of the participants.
This book is an attempt to show that preservice teacher knowledge
is substantive and should be part of the wider database of
knowledge about teaching and learning in the field of teacher
education. From the perspectives of five prospective teacher
interns and a teacher educator, this volume brings the experiences
of students conducting research during preservice teacher education
to life. Charged to conduct a semester long study in the school,
the intern-authors studied classroom scenes and their own work, and
wrote case studies depicting their experiences. Their pieces -- in
their entirety -- compose the central chapters of the book and
serve as examples of preservice teacher research. The surrounding
chapters examine the interns' experiences of conducting research
during their preservice internship year primarily from the
perspective of a teacher educator who studied them and the scene
throughout the experience. The teacher educator examines the
interns' approaches to research and the processes they employed to
conduct and complete their studies, the interns' professional
growth as a result of their participation in the study, and the
impact the project had on the program.
This book fills the gaps that exist in the present literature on
the use of teacher research during preservice by including the
inquiry works of preservice teachers as examples of legitimate,
important preliminary research in their own rights, and by
addressing the complex issues of conducting this type of study
during preservice from multiple perspectives, not just that of the
university researcher. While some texts include the perspectives of
students and even include portions of students' own work, this text
takes the step of co-authorship, sharing the academic discourse
with intern teachers who have produced experience and knowledge
that are informative for the field of education as a whole and
specifically for teacher education. The text attempts to combine
many voices into one thorough, narrative approach, ultimately
urging the reader to consider the possibilities of teacher research
for advancing knowledge in the field and for enhancing the
professional development of the participants.
This book is an attempt to show that preservice teacher knowledge
is substantive and should be part of the wider database of
knowledge about teaching and learning in the field of teacher
education. From the perspectives of five prospective teacher
interns and a teacher educator, this volume brings the experiences
of students conducting research during preservice teacher education
to life. Charged to conduct a semester long study in the school,
the intern-authors studied classroom scenes and their own work, and
wrote case studies depicting their experiences. Their pieces -- in
their entirety -- compose the central chapters of the book and
serve as examples of preservice teacher research. The surrounding
chapters examine the interns' experiences of conducting research
during their preservice internship year primarily from the
perspective of a teacher educator who studied them and the scene
throughout the experience. The teacher educator examines the
interns' approaches to research and the processes they employed to
conduct and complete their studies, the interns' professional
growth as a result of their participation in the study, and the
impact the project had on the program.
This book fills the gaps that exist in the present literature on
the use of teacher research during preservice by including the
inquiry works of preservice teachers as examples of legitimate,
important preliminary research in their own rights, and by
addressing the complex issues of conducting this type of study
during preservice from multiple perspectives, not just that of the
university researcher. While some texts include the perspectives of
students and even include portions of students' own work, this text
takes the step of co-authorship, sharing the academic discourse
with intern teachers who have produced experience and knowledge
that are informative for the field of education as a whole and
specifically for teacher education. The text attempts to combine
many voices into one thorough, narrative approach, ultimately
urging the reader to consider the possibilities of teacher research
for advancing knowledge in the field and for enhancing the
professional development of the participants.
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