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Imagining the good teacher.

Hobbel, Nikola Gwen.

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Imagining the good teacher.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Imagining the good teacher./
作者:	Hobbel, Nikola Gwen.
面頁冊數:	116 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2846.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101352
ISBN:	0496489400

Imagining the good teacher.
Hobbel, Nikola Gwen.

Imagining the good teacher. - 116 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2846.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

I concern myself with the way in which the language of one secondary teacher education program imagines the good teacher of all students. By examining syllabi, accreditation documents, admissions documents, field-note and interview transcriptions and licensing standards, I discuss the nature of language in a specific place. Language, in its circulation, acts as both a structure and something which structures. The texts I examine offer a structure of social and power relationships in the following way: taken together, these texts paint a picture of what is plausible for "being" in multicultural teacher education; they make the subject. While a text cannot "tell" preservice teachers or teacher educators what to do, it distinctively delimits the ways in which teaching for diversity can be construed. This work uncovers ways of thinking about knowledge production in multicultural teacher education.

ISBN: 0496489400Subjects--Topical Terms:

783747
Education, Teacher Training.

Imagining the good teacher.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a I concern myself with the way in which the language of one secondary teacher education program imagines the good teacher of all students. By examining syllabi, accreditation documents, admissions documents, field-note and interview transcriptions and licensing standards, I discuss the nature of language in a specific place. Language, in its circulation, acts as both a structure and something which structures. The texts I examine offer a structure of social and power relationships in the following way: taken together, these texts paint a picture of what is plausible for "being" in multicultural teacher education; they make the subject. While a text cannot "tell" preservice teachers or teacher educators what to do, it distinctively delimits the ways in which teaching for diversity can be construed. This work uncovers ways of thinking about knowledge production in multicultural teacher education.
520 $a Threaded throughout the textual analysis, the concept of the shield of difference binds together professional knowledge, the preservice teacher's desired dispositions, and the imagined adolescent. The shield of difference gives the good teacher a "feel for the game," and it sets some of the value of the knowledge of teacher education. While I do not make claims about a program's quality or efficacy nor the intentions and psyches of teacher educators and preservice teachers, this study of the structuring nature of language helps us think critically about the styles of reasoning we use in framing how we talk about educating teachers for diversity.
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