Preservice teachers as researchers : using ethnographic tools to interpret practice /
This study is an ethnographic account written from the data generated by eleven preservice teachers who were taught ethnographic skills to focus observations in elementary field settings. Observing, interpreting, and reporting were the skills practiced while enrolled in a social studies methods cou...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=743157091&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study is an ethnographic account written from the data generated by eleven preservice teachers who were taught ethnographic skills to focus observations in elementary field settings. Observing, interpreting, and reporting were the skills practiced while enrolled in a social studies methods course in teacher education. From the data set the preservice teachers wrote collaborative ethnographic accounts. The inquirer sought to capture the preservice teacher's voices, emotions, actions, and perceptions through an interpretive, ideographic, narrative account. The account interprets a slice of life experienced while in a field placement connected to the course. It describes how all participants mutually shaped one anothers' thinking and perceptions about the act of teaching. This study examines how ethnographic tools enabled eleven preservice teachers to rethink the act of teaching for themselves and reflectively interpret and construct meaning about their observations and teaching. Implications and considerations are drawn for teacher education programs which promote reflective practice. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xi, 136 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |