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ERIC Number: EJ1131912
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0018-1498
Preservice Teachers' Experiences Facilitating Writing Instruction in a Juvenile Detention Facility
Pytash, Kristine E.
High School Journal, v100 n2 p109-129 Win 2017
A myriad of personal and contextual factors are important in understanding how preservice teachers learn to teach and why they adopt or reject certain teaching practices. Activity theory was used a framework in understand preservice teachers' experiences teaching writing during a field experience at a juvenile detention facility. The purposes of this study were to (a) to examine the pedagogical tools and practices that preservice teachers implemented during a field experience at a juvenile detention facility (b) to understand why they implemented these pedagogical tools and practices, and (c) to explore preservice teachers' perceptions of how they were shaped by the activity setting, the detention center. Results found preservice teachers entered the setting with very specific expectations about the arena, and these perceptions shaped their pedagogical choices.
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A