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ERIC Number: ED346066
Record Type: Non-Journal
Publication Date: 1992-May
Pages: 59
Abstractor: N/A
Reference Count: N/A
By Chart and Chance and Passion: Two Women's Stories of Learning To Teach Literacy in Urban Settings through Relational Knowing.
Hollingsworth, Sandra; And Others
This paper is a narrative drawn from a 6-year study of two female elementary school teachers as they are learning to teach literacy. The teachers were part of a larger longitudinal investigation on learning to teach which began with their preservice teacher programs at a research university on the west coast. This report summarizes data collected in both classrooms during a fifth year study. The stories which emerge from the data suggest that program emphasis--a cognitive understanding of both popular and research-based approaches to literacy instruction--was insufficient for teaching multi-ethnic children in urban classrooms. Rather, teachers' relational knowing stands out in the narrative. Factors which supported these teachers' knowing through relationship included opportunities for ongoing conversation while learning to teach, a passionate belief in themselves and their children as knowledge creators and evaluators, a willingness to create eclectic approaches to literacy characterized by relational integrity, and a propensity to look critically at both their children and themselves in relationship to evaluate the results. Several examples of children's work are appended. (Author)
Center for the Learning and Teaching of Elementary Subjects, Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($5.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.