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ERIC Number: EJ1157453
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: N/A
Coherence, Dissonance, and Personal Style in Learning to Teach
Anderson-Levitt, Kathryn; van Draanen, Jenna; Davis, Helen M.
Teaching Education, v28 n4 p377-392 2017
Concern that practical realities in classrooms will "trump" theories has led some universities to design residency teacher education programs that maximize coherence between university coursework and field experiences. Yet, some research suggests that student teachers can learn from dissonance. This qualitative case study of one cohort in an urban teacher residency program that sought to maximize coherence asks how the apprentice teachers experienced connections between the university and the field. Although apprentices experienced dissonance, they nonetheless expressed coherent philosophies aligned with university values. Coherence was something that individual apprentices constructed for themselves as they developed a personal "style" or way of teaching in a program that welcomed their prior identities. Coherence was achieved through early development of a personal professional identity, not perfect alignment between field and university.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles)
Grant or Contract Numbers: N/A