Teachers "in the making": Building accounts of teaching

Teaching and Teacher Education

Volumn 23, Issue 5, 2007, Pages 612-623

  Ottesen, Eli ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

Internship; Socio cultural theory; Teacher education

Indexed keywords

EID: 34047266220     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2007.01.011     Document Type: Article

References (45)

1. Barab S.A., Hay K.E., and Ymagata-Lynch L.C. Constructing networks of action-relevant episodes: An in situ research methodology. The Journal of the Learning Sciences 10 1 & 2 (2001) 63-112
2. Calderhead J., and Shorrock S. Understanding teacher education: Case studies in the professional development of beginning teachers (1997), The Falmer Press, London
3. Duranti A., and Goodwin C. Rethinking context: Language as an interactive phenomenon (1992), Cambridge University Press, Cambridge
4. Edwards A., Gilroy P., and Hartley D. Rethinking teacher education: Collaborative responses to uncertainty (2002), Routledge Falmer, London
5. Edwards A., and Protheroe L. Learning to see in classrooms: What are student teachers learning about teaching and learning while learning to teach in schools?. British Educational Research Journal 29 2 (2003) 227-242
6. Edwards A., and Protheroe L. Teaching by proxy: Understanding how mentors are positioned in partnerships. Oxford Review of Education 30 2 (2004) 183-197
7. Flo, C.F., & Ludvigsen, S. R. (2002). Diversity and innovation in teacher education. Analysis of different types of participants' structures and the agents' meaning making between different activity systems. Paper to International Society for Cultural Research and Activity Theory (ISCRAT), Amsterdam.
8. Franke A., and Dahlgren L.O. Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education 12 6 (1996) 627-641
9. Furlong J., Barton L., Miles S., Whiting C., and Whitty G. Teacher education in transition: Re-forming professionalism? (2000), Open University Press, Buckingham
10. Good T.L. Teaching effects and teacher evaluation. In: Sikula J., Buttery T.J., and Guyton E. (Eds). Handbook of research on teacher education. 2nd ed. (1996), Simon & Schuster Macmillan, New York
11. Handal G., and Lauvås P. Promoting reflective teaching: Supervision in practice (1987), Society for Research into Higher Education & Open University Press, Milton Keynes
12. Hargreaves A. Teacher development in the postmodern age. In: Gilroy P., and Smith M. (Eds). International analyses of teacher education (1993), Carfax, Abingdon
13. Hauge, T. E. (2004). Portfolio assessment and student teachers' professional development. A study on learning outcomes in co-located and digital learning environments. In Paper to the second biannual joint Northumbria/EARLI SIG assessment conference "Assessment 2004 Beyond Intuition", University of Bergen.
14. Holland D., Lachicotte Jr. W., Skinner D., and Cain C. Identity and agency in cultural worlds (1998), Harvard University Press, Cambridge, MA
15. Jordan B., and Henderson A. Interaction analysis: Foundations and practice. The Journal of the Learning Sciences 4 1 (1995) 39-103
16. Kaptelinin V. The object of activity: Making sense of the SENSE-maker. Mind, Culture, and Activity 12 1 (2005) 4-18
17. Leont'ev, A. N. (1978). Activity, consciousness, and personality [on-line]. Available: 〈http://lchc.ucsd.edu/MCA/Paper/leontev/index.html〉.
18. Linell P. Approaching dialogue: Talk, interaction and contexts in dialogical perspectives (1998), John Benjamins Publishing Company, Amsterdam
19. Linell P., and Luckmann T. Asymmetries in dialogue: Some conceptual preliminaries. In: Markova I., and Foppa K. (Eds). Asymmetries in dialogue (1991), Harvester Wheatsheaf, Hemel Hempstead
20. Ludvigsen S.R., and Flo C.F. Innovasjon i laererutdanningen: Hvordan skapes endring. (Innovation in teacher education. How are changes made?). In: Ludvigsen S.R., and Hoel T.L. (Eds). Et utdanningssystem i endring. IKT og laering (An educational system in development. ICT and Learning) (2002), Gyldendal, Oslo
21. Mäkitalo A., and Säljö R. Talk in institutional context and institutional context in talk: Categories as situated practices. Text 22 1 (2002) 57-82
22. Mathisen L.K. Nye veier i praksisopplaeringen: Situert laering-Et alternativ til refleksjon over handling? (New ways in the internship: Situated learning-An alternative to reflection on action?). In: Skagen K. (Ed). Kunnskap og handling i pedagogisk veiledning. (Knowledge and action in pedagogic counselling) (2000), Fagbokforlaget, Bergen
23. McNamara D. Towards reestablishing the professional authority and expertise of teacher educators and teachers. In: Gilroy P., and Smith M. (Eds). International analyses of teacher education (1993), Carfax, Abingdon
24. Mercer N. The guided construction of knowledge: Talk among teachers and learners (1995), Multilingual Matters Ltd, Clevedon
25. Middleton D. Talking work: Argument, common knowledge, and improvisation in teamwork. In: Engeström Y., and Middleton D. (Eds). Cognition and communication at work (1998), Cambridge University Press, Cambridge
26. Møller J. Lederidentiteter i skolen-posisjonering, forhandlinger og identitet (Leader identities in school-positioning, negotiations, and identity) (2004), Universitetsforlaget, Oslo
27. O'Day, J. (2002). Complexity, accountability, and school management. In Harvard educational review (Vol. 72(3)). [on-line]. Available: 〈http://www.edreview.org/harvard02/2002/fa02/f02oday.htm〉.
28. Rommetveit R. Outlines of a dialogically based social-cognitive approach to human cognition and communication. In: Wold A.H. (Ed). The dialogic alternative: Towards a theory of language and mind (1992), Scandinavian University Press, Oslo
29. Russell T. Teachers' professional knowledge and the future of teacher education. In: Gilroy P., and Smith M. (Eds). International analyses of teacher education (1993), Carfax, Abigdon
30. Säljö R. Laering, kunnskap og sosiokulturell utvikling: Mennesket og dets redskaper (Learning, knowledge and sociocultural development: Human beings and their tools). In: Bråten I. (Ed). Laering i sosialt, kognitivt og sosialt-kognitivt perspektiv (Learning in social, cognitive, and social-cognitive perspectives) (2002), Cappelen Akademisk Forlag, Oslo
31. Shotter J. Social accountability and selfhood (1984), Basil Blackwell, Oxford
32. Shotter J. Conversational realities: Constructing life through language (1993), Sage Publications, London
33. Sinclair J., and Coulthard M. Towards an analysis of discourse: The English used by teachers and pupils (1975), Oxford University Press, Oxford
34. Sinclair A. The chameleon of accountability: Forms and discourses. Accounting Organizations and Society 20 2-3 (1995) 219-237
35. Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach. CELA research report no. 16002, Center of English Learning and Achievement, University of Albany [on-line]. Available: 〈http://cela.albany.edu/publication/abstract/smagorinsky/Smagetal03-02.PDF〉.
36. Sockett H. The moral base of teacher professionalism (1993), Teachers College Press, New York
37. Søndenå K., and Sundli L. Veiledning i praksisfeltet. Rom for refleksjon og didaktisk nytenkning-eller bare kloning og speiling? (Supervision in practice. Space for didactic innovation-Or merely cloning and mirroring). In: Brekke M. (Ed). Norsk laererutdanningsdidaktikk i endring. Laering, undervisning og danning i lys av ny forskning (Norwegian didactics for teacher education. Learning, teaching and 'bildung' in the light of contemporary research.) (2004), Høyskoleforlaget, Kristiansand
38. Sundli L. Veiledningen i laererutdanningens praksis-mellom refleksjon og kontroll (Counselling in the practicum in teacher education-between reflection and control) HiO-rapport no. 15 (2001), Høgskolen i Oslo, Oslo
39. Sundli L. Yrkeskvalifisering gjennom praksis (Qualifying for work through internship). In: Karlsen G.E., and Kvalbein I.A. (Eds). Norsk laererutdanning. Søkelys på laererutdanningen i et reformperspektiv (Norwegian teacher education. Focus on teacher education in a reform perspective) (2003), Universitetsforlaget, Oslo
40. Van Oers B. From context to contextualizing. Learning and Instruction 8 6 (1998) 473-488
41. Vygotsky, L. (1986). In A. Kozulin (Ed. and Rev.). Thought and language. Cambridge, MA: The MIT Press.
42. Vygotsky, L. S. (1987). Thinking and speech. In Rieber, R. W., & Carton, A. (Eds.), N. Minick (trans.), The Collected works of L.S. Vygotsky (Vol. 1). New York: Plenum Press.
43. Wang J., and Odell S.J. Mentored learning to teach according to standard-based reform: A critical review. Review of Educational Research 72 3 (2002) 481-564
44. Wells G. Dialogic inquiry: Toward a sociocultural practice and theory of education (1999), Cambridge University Press, New York
45. Wertsch J.W. Voices of the mind: A sociocultural approach to mediated action (1991), Harvard University Press, Cambridge, MA