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ERIC Number: ED337459
Record Type: RIE
Publication Date: 1991-Sep
Pages: 28
Abstractor: N/A
Reference Count: N/A
The Dialogues of Teacher Education: Entering and Influencing Preservice Teachers' Internal Conversations. Research Report 91-4.
Holt-Reynolds, Diane
Teacher educators have acknowledged the importance of preservice teachers' biographies but remained largely inarticulate about how shared knowledge of personal histories helps shape preservice teachers' thinking and ultimate practice. This document provides a detailed description of how preservice teachers use their personal histories to generate premises which in turn constitute an internal, reflection-like dialogue between Self-As-Student and Self-As-Teacher as a way of making sense of course work. The report also analyzes the relationship between the personal histories of nine preservice teachers and the practical arguments they employed to defend decisions they made about the potential value of instructional principles encountered during formal studies of teaching. Also explored are the implications these dialogic strategies have for teacher educators. Cooperation and participation in dialogues rather than monologues can enable preservice teachers' arguments to be influenced and their reflections shaped. (Author/LL)
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.75).
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Identifiers: Biographical Analysis; Dialogic Education; Reflective Thinking
Note: Paper presented at the Conference on Curriculum Theorizing and Classroom Practice (12th, Dayton, OH). Occasional broken type.