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ERIC Number: EJ920192
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1742-5964
Enacting a Vision of Teacher Education by Developing a Common Interpretive Zone
Margolin, Ilana; Tabak, Edith
Studying Teacher Education, v7 n1 p51-64 2011
This collaborative self-study explores the co-construction of professional teacher education knowledge through mentoring, framed within the notion of working in an interpretive zone. The study is set in a learning community established in a college of education where Ilana was the head of the elementary department and Edith served as a new clinical supervisor. Using data collected from electronic correspondence, this self-study illustrates the co-construction of our knowledge of practice in two ways: (1) the development of our personal perceptions through self-study of reciprocal relationships, conversations, and active attempts to improve our teacher education practices; and (2) the impact of working collaboratively in the interpretive zone as a source of expanding learning, changing the curriculum, and initiating new activities. The development of our professional self-understanding occurred by reframing knowledge of practice as conflicts, using them to evaluate and reconstruct experience, and performing transitional actions on the boundaries between dominant and new activities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; 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: Israel