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ERIC Number: ED468901
Record Type: Non-Journal
Publication Date: 2002-Aug
Pages: 24
Abstractor: N/A
Reference Count: N/A
Beginning Teachers and Their Situations of Literacy Practice: Learning To Reflect by Telling Their Own Stories.
Shanton, Kyle D.; Lewis, Jan Patricia
As soon as new teachers entered schools and classrooms, they seemed to be sorely frustrated with trying to make sense of what to do. They described a deep sense of being lost and not knowing which way to turn to find their way. The question was how to support them to realize the power and promise of drawing upon what they already knew about literacy from their own life. Consequently, alternative uses of the personal literacy history narrative were considered and an ongoing inquiry into the relationship between this and their beginning practice was designed. This paper describes and discusses an emerging inquiry that was constructed out of these questions. The paper begins by explaining the context of the inquiry--the nature of work as teacher educators and the scope of the inquiry project. It then presents glimpses of the insights, realized by a few beginning teachers who participated in the project, into the significance of teachers' personal literacy histories for their literacy practice. The paper concludes with a discussion of what was learned from teachers about what they see in their practice by telling their stories first. Includes a table. (Contains 22 references.) (NKA)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A