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Teachers Teaching Teachers: Discours...

Tan, Mei Ying.

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Teachers Teaching Teachers: Discourses and Tensions in How Singapore Teaching Fellows Talk about Their Work as University-Based Teacher Educators.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers Teaching Teachers: Discourses and Tensions in How Singapore Teaching Fellows Talk about Their Work as University-Based Teacher Educators./
作者:	Tan, Mei Ying.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10636630
ISBN:	9780355446654

Teachers Teaching Teachers: Discourses and Tensions in How Singapore Teaching Fellows Talk about Their Work as University-Based Teacher Educators.
Tan, Mei Ying.

Teachers Teaching Teachers: Discourses and Tensions in How Singapore Teaching Fellows Talk about Their Work as University-Based Teacher Educators. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 297 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

This study examined school teachers' talk about the tensions they face in their work as university-based teacher educators. Current literature on teacher educators has focused on challenges working in the university or delineating their responsibilities. A deeper understanding has been hampered by the lack of a theoretical framework that makes tensions evident. This study used a discourse framework to examine three specific research questions: 1. What expectations do these teachers have of themselves and perceive others have of them? 2. How do they talk about experiences working within conflicting expectations? 3. What does an analysis of their talk indicate?

ISBN: 9780355446654Subjects--Topical Terms:

3172312
Teacher education.

Teachers Teaching Teachers: Discourses and Tensions in How Singapore Teaching Fellows Talk about Their Work as University-Based Teacher Educators.
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520 $a Participants were approached directly, with 10 teachers participating. Individual interviews were first conducted and analyzed. The initial analysis was used in the focus group interview protocol. Four focus group interviews were conducted. Discourse and thematic analyses were done on different sections of interview data or related external sources.
520 $a Teachers aligned with a dominant discourse of teaching as the main purpose of secondment and did not readily discuss other reasons for becoming teacher educators. Perspectives on research differed, being valued for its contribution to teaching, defined as personal enrichment or having value in itself. Teacher educators located their value to the university firmly within schools, as did their students; and this may have bearing on the teachers' classroom practice. Lastly, a discourse based on an individualistic framing of teachers' work continues to be present in teacher education, and this can constrain the complexity that teachers help students engage in.
520 $a The "practitioner" identity of teachers focuses exclusively on providing immediately applicable solutions located in the teachers' personal practice and past experiences. Responding to tensions in teachers' work should attend to the discourses that shape tensions in classroom practice. Alternative discourses, such as teachers as innovators or scholars, can open up new identities that legitimize teachers' attempts to delve into theory or research. Attending to discourses on teaching and research can help institutions facilitate teacher educators' work. Teachers should be aware of the strengths and limitations that a practice-oriented teacher education brings and to be cognizant of the need to expand their discourse-identities.
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