Novices and veterans journeying into real-world teaching: How a veteran learns from novices

Teaching and Teacher Education

Volumn 24, Issue 1, 2008, Pages 204-215

  Leshem, Shosh ^a,b  

^a School for Gifted and Excellent Students   (Israel)

^b UNIVERSITY OF HAIFA   (Israel)

Author keywords

Novice teachers; Teacher training; Teacher trainer reflections

Indexed keywords

EID: 37549069273     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2006.07.010     Document Type: Article

References (47)

1. Allwright R.I. From teaching points to learning opportunities and beyond. TESOL Quarterly 39 1 (2005) 9-31
2. Bridges W. Managing transitions: Making the most of change (1991), Addison-Wesley Publishing Company, Reading, MA
3. Carter C. The place of story in the study of teaching and teacher education. Educational Researcher 22 1 (1993) 5-12
4. Clandinin D.J. Classroom practice: Teacher images in action (1986), Falmer Press, London
5. Cochran-Smith J., and Lytle S. The teacher research movement: A decade later. Educational Researcher 28 7 (1999) 15-25
6. Corcoran E. Transition shock: The beginning teacher's paradox. Journal of Teacher Education 32 3 (1981) 19-23
7. Daudelin M.W. Learning from experience through reflection. Organizational Dynamics 24 3 (1996) 36-47
8. Dewey J. How we think (1933), Heath, Boston, DC
9. 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
10. Eraut M. Developing professional knowledge and competence (1994), The Falmer Press, London
11. Erickson F. What makes a school ethnography ethnographic?. Anthropology and Education Quarterly 13 2 (1984) 149-180
12. Freiberg H.J., and Waxman H.C. Changing teacher education. In: Houston W.R., Haberman M., and Sikula J. (Eds). Handbook of research on teacher education (1990), Macmillan Publishing Company, New York
13. Fullan M. The meaning of educational change (1982), OISE Press, Toronto
14. Geertz C. The interpretation of cultures (1973), Basic Books, New York
15. Golombek P. A study of language teachers' personal practical knowledge. TESOL Quarterly 32 (1998) 447-464
16. Goodman J. Factors in becoming a proactive elementary school teacher: A preliminary study of selected novices. Journal of Education for Teaching 13 (1987) 207-229
17. Greeno J. On claims that answer the wrong questions. Educational Research Journal 25 (1997) 177-180
18. Handy C. Understanding organizations. 4th ed (1999), Penguin Books, Harmondsworth
19. Hawkins M.R. Becoming a student: Identity work and academic literacies in early schooling. TESOL Quarterly 39 1 (2005) 59-82
20. Holloway W., and Jefferson T. Doing qualitative research differently (2000), Sage, London
21. Hunter J., and Hatton N. Approaches to the writing of cases: Experiences with pre-service master of teaching students. Asia-Pacific Journal of Teacher Education 26 (1998) 235-246
22. Jacoby S., and Gonzales P. The constitution of expert-novice in scientific discourse. Issues in Applied Linguistics 1 2 (1991) 149-181
23. Kroath F. The theory concept within practitioner research. In: Kroath F., and Trafford V.N. (Eds). A conference tells its story (2002), Earlybrave, Chelmsford
24. Kumaravadivelu B. Language learning tasks: Teacher intention and learner interpretation. ELT Journal 45 (1991) 98-107
25. Laboskey V.K. Development of reflective practice (1994), Teachers College Press, New York
26. Lacey C. The socialization of teachers (1977), Methuen, London
27. Lakoff G., and Johnson M. Metaphors we live by (1980), University of Chicago Press, Chicago
28. Lave J., and Wenger E. Situated learning: Legitimate peripheral participation (1991), Cambridge University Press, Cambridge
29. Leinhardt G. Situated knowledge and expertise in teaching. In: Calderhead J. (Ed). Teachers' professional learning (1988), Falmer Press, London 146-168
30. Leshem S., and Trafford V. Stories as mirrors: Reflective practice in teaching and learning. Reflective Practice 7 1 (2006)
31. McIntyre D. Bridging the gap between research and practice. Cambridge Journal of Education 35 3 (2005) 357-382
32. Moguel D. What does it mean to participate in class?: Integrity and inconsistency in classroom interaction. Journal of Classroom Interaction 39 1 (2004) 19-29
33. Orland-Barak L. The impact of the assessment of practice teaching on beginning teaching: Learning to ask different questions. Teacher and Teacher Education Quarterly 29 2 (2002) 99-122
34. Parlett M., and Hamilton D. Evaluation as illumination. In: Parlett M.R., and Dearden G. (Eds). Introduction to illuminative evaluation: Studies in higher education (1972), University of Surrey: Society for Research into Higher Education, UK
35. In: Parlett M.R., and Dearden G. (Eds). Introduction to illuminative evaluation: Studies in higher education (1977), University of Surrey: Society for Research into Higher Education, UK
36. Richards J.C. Teachers' maxims in language teaching. TESOL Quarterly 30 (1996) 281-296
37. Robson C. Real world research (1993), Blackwell, Oxford
38. Rodriquez, Y. E., & Syostrom, B. R. (1998). Critical reflection for professional development: A comparative study of nontraditional adult and traditional student teachers. In: L. M. Griffin (Ed.), Using critical incidents to promote and asses reflective thinking in preservice teachers. Reflective Practice, 4 (2), 207-220.
39. Rogoff B. Developing understanding of the idea of communities of learners. Mind, Culture and Activity 1 4 (1994) 209-229
40. Ryan K. Don't smile until Christmas (1970), The University of Chicago Press, Chicago
41. Schön D.A. The reflective practitioner how professionals think in action (1983), Basic Books, New York
42. Stake R.E. The art of case study research (1995), Sage, London
43. Senese J.C. Teach to learn. Studying Teacher Education 1 1 (2005) 43-54
44. Tripp D. Critical incidents in teaching: Developing professional judgement (1993), Routledge, London
45. Wheatley M. Leadership and the new science (1992), Berrett-Koehler, San Francisco, CA
46. Wincup E. Feminist research with women awaiting trail: The effects on participants in the qualitative research process. In: Gilbert K.R. (Ed). The emotional nature of qualitative research (2001), CRC LLC, Boca Raton, SL
47. Zeichner K., and Gore J. Teacher socialization. In: Houston R. (Ed). Handbook of research on teacher education (1990), Macmillan, New York