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ERIC Number: ED294859
Record Type: RIE
Publication Date: 1988-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Teachers Learning from Experiences of Teaching: Analyses Based on Metaphor and Reflection.
Russell, Tom; Johnston, Phyllis
This study on how teachers learn from experience to teach, explores teachers' recognitions of and responses to puzzles and surprises in the classroom when they involve coming to see in new ways the classroom setting and their personal role within it. Interview and observation data from four teachers provided the information for an analysis of this topic. A pattern is seen of development in teachers' awareness of the events of their practice. Initially, awareness is at the level of becoming familiar with strategies with which one is comfortable and capable. Another level involves "fine tuning" one's strategies. At both levels, teachers are seeing their practice within a constant frame, and are unlikely to be attentive to the "back talk" from their classrooms. At another level, teachers are able to listen to students and to their practices, to reflect on puzzling situations, and begin to see their teaching in a new frame. This seeing practice differently is played out in the actions of teaching and is not necessarily thought out. Brief case histories are given of the four teachers studied, each of whom demonstrates teacher thinking at some point in the developmental continuum of learning to teach. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).