ERIC Number: ED345507
Record Type: RIE
Publication Date: 1991-Sep
Teacher Education and Emerging Conceptions of Practice.
A discussion of teacher education focuses on how teachers' conceptions of classroom practice are influenced by their participation in a graduate inservice teacher education program. It is based on a longitudinal study following four high school foreign language teachers through an inservice program. Participants were observed in five phases: pre-matriculation; two consecutive summers of course work; the intervening school year, including a practicum; and the school year after the second summer's study. Data were gathered in interviews, observation, and documents written by the teachers during the program. Both intensive individual case studies and cross-case analysis were included. Results suggest that as the teachers learn to articulate their tacitly-held ideas about teaching through the shared discourse of the in-service program, they gained greater control in shaping classroom practice. Three concepts are developed in the analysis that focus on local and professional language and articulation and concepts of practice. The discussion concludes with questions on the nature of teachers' conceptions of practice and on the durability of the changes brought about by the articulation of those conceptions in professional discourse. (32 references) (MSE)
Descriptors: Graduate Study, High Schools, Inservice Teacher Education, Instructional Effectiveness, Language Role, Language Teachers, Longitudinal Studies, Second Language Instruction, Secondary School Teachers, Skill Development, Teacher Attitudes, Teacher Education, Teaching Methods, Theory Practice Relationship, Thinking Skills
Publication Type: Reports - Research; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners; Researchers
Authoring Institution: N/A
Note: Paper presented at a Meeting of the International Study Association on Teacher Thinking (Surrey, England, September 1991).