東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Navigating the development of writin...

Wibbens, Erin.

FindBook

Google Book

Amazon

博客來

Navigating the development of writing pedagogy: Scaffolding text, context and politics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Navigating the development of writing pedagogy: Scaffolding text, context and politics./
作者:	Wibbens, Erin.
面頁冊數:	381 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685472
ISBN:	9781321616255

Navigating the development of writing pedagogy: Scaffolding text, context and politics.
Wibbens, Erin.

Navigating the development of writing pedagogy: Scaffolding text, context and politics. - 381 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2015.

Designed as formative action research, this study investigates the semester-long development of writing pedagogy of four interns in an advanced methods literacy course. Through the lenses of Activity Theory, scaffolding, and reflection for learning, the study asks: 1) How do interns navigate internship experiences in the content of their course work and internship contexts with regard to text, context, and politics as they develop pedagogy for writing? and 2) How do I, as a literacy teacher educator/researcher, scaffold pedagogical development in writing instruction while acknowledging the various and varied textual, contextual and political experiences of four interns in my course? Qualitative analysis of intern assignments, reflections on teaching, and conversations about our work in the advanced literacy methods course resulted in six themes as important for teacher educators as they work with interns learning to teach writing: 1) Texts facilitate curricular modification; 2) Texts facilitate the emergence of interns as writing teachers; 3) Attention to context and its proximal resources can support the discovery and use of instructional tools; 4) Attention to context and its distal resources can support the discovery and use of intern/mentor relationships; 5) Translating scripted curriculum is difficult; and 6) Retro-fitting scripted curriculum to meet the needs and interests of students can be a confusing process. Findings suggest that designing opportunities for responsive teaching is important during the development of writing pedagogy. Implications for teacher educators, professional development, and policymakers are listed.

ISBN: 9781321616255Subjects--Topical Terms:

3172312
Teacher education.

Navigating the development of writing pedagogy: Scaffolding text, context and politics.
LDR:02582nmm a2200289 4500 001 2074407
005 20161004114926.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321616255
035 $a (MiAaPQ)AAI3685472
035 $a AAI3685472
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wibbens, Erin. $3 3189724
245 1 0 $a Navigating the development of writing pedagogy: Scaffolding text, context and politics.
300 $a 381 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Cheryl Rosaen; Janine Certo.
502 $a Thesis (Ph.D.)--Michigan State University, 2015.
520 $a Designed as formative action research, this study investigates the semester-long development of writing pedagogy of four interns in an advanced methods literacy course. Through the lenses of Activity Theory, scaffolding, and reflection for learning, the study asks: 1) How do interns navigate internship experiences in the content of their course work and internship contexts with regard to text, context, and politics as they develop pedagogy for writing? and 2) How do I, as a literacy teacher educator/researcher, scaffold pedagogical development in writing instruction while acknowledging the various and varied textual, contextual and political experiences of four interns in my course? Qualitative analysis of intern assignments, reflections on teaching, and conversations about our work in the advanced literacy methods course resulted in six themes as important for teacher educators as they work with interns learning to teach writing: 1) Texts facilitate curricular modification; 2) Texts facilitate the emergence of interns as writing teachers; 3) Attention to context and its proximal resources can support the discovery and use of instructional tools; 4) Attention to context and its distal resources can support the discovery and use of intern/mentor relationships; 5) Translating scripted curriculum is difficult; and 6) Retro-fitting scripted curriculum to meet the needs and interests of students can be a confusing process. Findings suggest that designing opportunities for responsive teaching is important during the development of writing pedagogy. Implications for teacher educators, professional development, and policymakers are listed.
590 $a School code: 0128.
650 4 $a Teacher education. $3 3172312
650 4 $a Pedagogy. $3 2122828
650 4 $a Language arts. $3 532624
690 $a 0530
690 $a 0456
690 $a 0279
710 2 $a Michigan State University. $b Curriculum, Instruction, and Teacher Education. $3 1680149
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685472