The Culture of Learning to Teach: The Self-Perpetuating Cycle of Conservative SchoolingReport as inadecuate




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Teacher Education Quarterly, v37 n2 p19-31 Spr 2010

Based on his reading, research, and experiences as both a classroom teacher and teacher educator, the author accepts Dewey's ultimate recognition that the problem is not simply that teachers are unaware of alternatives to schooling as usual, and that better teacher education is the solution to making schools the sites of more active learning. The author argues instead that the issue is a function of the culture of schooling, a culture embedded in 4,000 years of stone and seemingly impervious to real, systemic change. He now turns to how his thinking about teacher education from a cultural-historical perspective has been influenced by his experiences as a U.S. high school English teacher from 1976-1990, as a teacher educator since 1990, and as a researcher studying teachers as they move from their teacher education programs to their first jobs. A research program was carried out under the sponsorship of the National Research Center on English Learning and Achievement (CELA) and designed with his colleagues Pam Grossman and Sheila Valencia. In this article, the author consults his own CELA studies, other research he has conducted in secondary school classrooms, and research carried out by others to describe the self-perpetuating cycle of conservative schooling. (Contains 1 figure and 1 note.)

Descriptors: Teacher Education, Teacher Education Programs, Recognition (Achievement), Active Learning, Classrooms, English Teachers, Teacher Attitudes, Teacher Educators, Elementary Secondary Education, Teaching Methods, Educational Research

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Author: Smagorinsky, Peter

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1390&id=EJ896068







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