دورية أكاديمية
Teacher Professional Vision: Linguistic Update
| العنوان: | Teacher Professional Vision: Linguistic Update |
|---|---|
| اللغة: | English |
| المؤلفون: | Case, Rod E., Williams, Gwendolyn, Abernathy, Tammy, Cobin, Peter |
| المصدر: | Educational Research: Theory and Practice. 2021 32(2):62-79. |
| الإتاحة: | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Self Evaluation (Individuals), Preservice Teacher Education, Research Methodology, Teacher Educators, Essays, Data Analysis, Student Teacher Attitudes, Practicums, Self Concept, Change Agents, Attitude Change, Expectation, Undergraduate Students, Readiness |
| تدمد: | 2637-8965 |
| مستخلص: | In response pressures on teacher education programs to demonstrate accountability, the concept of teacher professional vision (TPV) was introduced. TPV is used to measure the ability among teachers to detect and interpret relevant events as part of their own professional learning. While the construct has been a reliable indicator of the relevance and effectiveness of teacher education programs (Sturmer, Köning, & Seidel, 2014), it has also received criticism for its lack of ecological validity because of its reliance on scripted video recordings. The purpose of this study is to introduce a research method appropriate for use among teacher educators which complements and situates the concept of TPV among PSTs within their own practice. In lieu of scripted classroom videos, entrance and exit essays were collected in 2016 and 2018 from 46 preservice teachers. Data analysis included a measurement of changes in TPV and a linguistic analysis of the responses. Findings revealed significant changes in the way that PSTs constructed the relationship between their teacher education program and practicum. There was a significant increase from entrance in the program to exit in the occurrence of responses in which preservice teachers positioned themselves as thinkers who are always assessing their confidence in the relationship between teacher education coursework and practicum with PSTs who relied on additive relationship to describe the relationship. Also, at entrance into the program, preservice teachers held high levels of confidence in their abilities to readily function as agents of change. This dropped significantly as responses became complicated by the regulations and realities of classroom instruction. [The page range on the .pdf (p62-78) is incorrect. The correct page range is p62-79.] |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1296561 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2637-8965 |
|---|