文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下： 一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。 二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。 三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。 四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。 五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。 六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。 七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。 根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。 關鍵字：教師信念、學生信念、文法教學、錯誤訂正 / Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires. A summary of the results is as follows: 1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important. 2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices. 3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students. 4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates. 5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication. 6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction. 7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction. Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics. Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction

This paper investigates ideas and expectations by the mother, grandfather and teacher of monozygotic twins  about  their  development,  considering  the sociocultural constructivist perspective. Through an interpretive-qualitative analysis, categories were constructed inferred from participant’s narratives. Results show that: a) cultural and educational prac- tices carried out within school and family contexts depend on adults’ beliefs about twinship;b) such practices may have fundamental impact over the development of subjectivity of each child; c) there are divergences about beliefs and expectations held by family and school contexts about twins’ behaviors and performances; d) there is a dialogical tension between promoting similarity and/or individuation/differentiation processes. / El artículo analiza las teorías y creencias de la madre, abuela y profesora de gemelos monocigóticos sobre su desarrollo, considerando la perspectiva sociocultural constructivista. Se construyeron categorías a través de una análisis interpretativo-cualitativo de las entrevistas. Los resultados señalan que a) las prácticas culturales y educativas en la escuela y la familia dependen de las creencias que tienen los adultos sobre la condición de gemelaridad; b) dichas prácticas parecen tener un gran impacto sobre el desarrollo de las subjetividades de los gemelos; c) existen divergencias en cuando a las creencias y expectativas de la familia y de la escuela en relación al comportamiento y desempeño de los niños; d) existe una tensión dialógica entre promover una similitud en los procesos de individuación.

Made available in DSpace on 2015-05-14T13:16:22Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 757027 bytes, checksum: f4690d288624826e16745419176d7a6c (MD5) Previous issue date: 2007-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Violence against women is a complex social phenomenon due to the multiplicity of its forms of expression and its realization comes from several perceptual dimensions. Because it is inherently a phenomenon engendered in the heart of patriarchal culture, many of our beliefs are already spread by force of habit. The social permissiveness of violence of man against the woman provides a kind of "free pass" for men committing various expressions of violence, without it being perceived and treated as such. You can see this in our everyday relations by double talk and double standards when assessing violence. Thus, the present study had as main objective to analyze the phenomenon of violence against women as a social and gender analysis of the proposed relationship between essentialist beliefs and social constructivists on the differences between men and women and the perception of violence of man against the woman. The program was held in the city of João Pessoa, Paraíba in a sample of 449 students between high school and college. The instruments were used, as well as socio demographic questionnaire, a range of social beliefs about the differences between men and women and a questionnaire of social perceptions of violence of man against the woman, who, from stories that reported cases of violence, assessed the perception from the dimensions of the community, categorization, and the justification of punishment. The results were analyzed using SPSS 13.0. After descriptive analysis of the evaluative dimensions of the perception of violence, it was noted that, in general, the types of violence of men against women salient perception are physical violence and sexual violence. The data also showed that both the relative position of the subjects in the social context of violence and their commitment to an essentialist position naturalizing or a social constructivist position affect the perception and the social construction of the meanings of violence of men against women. / A violência contra a mulher é um fenômeno social complexo devido à multiplicidade de suas formas de expressão e sua percepção se dá a partir de várias dimensões perceptiva. Por se tratar de um fenômeno intrinsecamente engendrado no âmago da cultura patriarcal, muitas de nossas crenças já se encontram disseminadas pela força do hábito. A permissividade social à violência do homem contra a mulher fornece uma espécie de passe livre para os homens cometerem várias expressões da violência, sem que estas sejam percebidas e consideradas como tal. Pode-se observar isso no quotidiano de nossas relações pelo duplo discurso e pela dupla moral ao avaliarmos a violência. Sendo assim, o presente trabalho teve como principal objetivo analisar o fenômeno da violência contra a mulher como um problema social e de gênero, propondo a análise das relações existentes entre as crenças sociais essencialistas e construtivistas acerca das diferenças entre homens e mulheres e a percepção da violência do homem contra a mulher. O mesmo foi realizado na cidade de João Pessoa, Paraíba numa amostra composta por 449 estudantes, entre secundaristas e universitários. Como instrumentos foram utilizados, além do questionário sócio demográfico, uma escala de crenças sociais acerca das diferenças entre homens e mulheres e um questionário de percepção social da violência do homem contra a mulher, que, a partir de histórias que relatavam situações de violência, avaliou a percepção a partir das dimensões da comunidade, da categorização, da justificação e da punição. Os resultados foram analisados através do SPSS 13.0. Após análise descritiva das dimensões avaliativas da percepção da violência, percebeu-se que, em geral, os tipos de violência do homem contra a mulher mais salientes a percepção são a violência física e a violência sexual. Os resultados demonstraram ainda que tanto a posição relativa dos sujeitos no contexto social da violência quanto a sua adesão a uma posição essencialista naturalizadora ou a uma posição construtivista social afetam a percepção e a construção social dos significados da violência do homem contra a mulher.

Made available in DSpace on 2015-05-14T13:16:33Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 817356 bytes, checksum: 3d92ee05ca1ae8120a03a662176e093b (MD5) Previous issue date: 2008-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / For appearing in a question of public health, the induced abortion has been the subject of the social debate. Nevertheless, the discussion is around the speeches that evaluate this behavior not only as a morally inacceptable fact, but also as an action passive of punishment inside the Brazilian legislation. From this reflection, this work analyzed the social perception of induced abortion and its relationship with a whole series of psychosocial factors that make this perception possible. The perception is understood inside three evaluative dimensions: community (how much the action of induced abortion is common), justice (how much the action of induced abortion is fair) and punishment (how much the action of induced abortion must be punished). They were presented stories of abortion in the conditions allowed by law (normalized) and in the not allowed conditions (non-normalized), and also participants who were requested to evaluate them as fair, ordinary and passive of punishment behavior. The considered psychosocial factors were social beliefs that support the social position facing the induced abortion, essentialist beliefs in the differences among men and women, religiosity and familiarity with the induced abortion. For this, it was realized a study correlated to the application of a questionnaire to 614 university students from both male and female sexes from a public university in Paraíba. The results found indicated, for the studied sample, that the induced abortion is perceived as a common behavior, for both situations, normalized (allowed by law) and non-normalized (illegal abortion). The normalized abortion was considered as fairer and less passive of punishment, while the participants considered the non-normalized abortion as less fair and more passive of punishment. As to the position, there was an adhesion to the arguments against the abortion practice, except the arguments linked to the autonomy and individual freedom of the woman to decide about her own body. The sample admitted a small familiarity with the phenomenon of abortion. In the perception of the abortion community (normalized and non-normalized), the explained variations were the position and the familiarity. But for the perception of the justice (normalized and nonnormalized) and the perception of the normalized punishment, the explained variations were the position and the religiosity. And for the perception of the non-normalized punishment, only the position appeared as an explained variation. It was observed that the essentialism does not appear as an explained variation of any perception. The results point to the fact that the more familiarity with the phenomenon of abortion the more is the attribution of the community, it is, there is the recognition of the raised occurrence of abortions for those who admit some type of proximity with the question. It makes sense then to strengthen the institutional role as promotional of the visibility of the abortion, to go beyond the perspective of the morality, but for the social problematic that it is involved with, while behavior daily practiced to the default of the moral judgments made by it. / Por configurar-se numa questão de saúde pública, o aborto provocado tem sido pauta do debate social. No entanto, a discussão se faz atravessada dos discursos que avaliam esse comportamento como um ato tanto moralmente inaceitável, como também passível de punição dentro da legislação brasileira. Partindo dessa reflexão, o presente trabalho analisou a percepção social do aborto provocado e sua relação com uma série de fatores psicossociais que fundamentariam essa percepção. A percepção é entendida dentro de três dimensões avaliativas: comunidade (o quanto a prática do aborto provocado é comum), justiça (o quanto a prática do aborto provocado é justa) e punição (o quanto a prática do aborto provocado deve ser punida). Foram apresentadas historias de abortamento dentro das condições permitidas em lei (normatizadas) e das condições não permitidas (não-normatizadas) e os participantes solicitados a avaliá-las como comportamento comum, justo e passível de punição. Os fatores psicossociais considerados foram crenças sociais que fundamentam o posicionamento social frente ao aborto provocado, crenças essencialistas nas diferenças entre homens e mulheres, religiosidade e familiaridade com o aborto provocado. Para tanto, realizou-se um estudo correlacional com a aplicação de questionário a 614 estudantes universitários de ambos os sexos de uma universidade pública da Paraíba. Os resultados encontrados indicaram que, para a amostra estudada, o aborto provocado é percebido como um comportamento comum, tanto nas situações normatizadas (permitidas em lei) e não-normatizadas (aborto ilegal). O aborto normatizado foi percebido como mais justo e menos passível de punição, enquanto que os participantes perceberam o aborto não-normatizado como menos justo e mais passível de punição. Quanto ao posicionamento houve uma adesão aos argumentos contrários á prática do aborto, com exceção dos argumentos que vinculam-se a autonomia e liberdade individual da mulher para decidir sobre o próprio corpo. A amostra admitiu uma baixa familiaridade com o fenômeno do abortamento. Na percepção da comunidade do aborto (normatizado e não-normatizado), as variáveis explicativas foram o posicionamento e a familiaridade. Já para a percepção da justiça (normatizado e não-normatizado) e a percepção da punição normatizada, as variáveis explicativas foram o posicionamento e a religiosidade. E para a percepção da punição não-normatizada, apenas o posicionamento apareceu como variável explicativa. Observou-se que o essencialismo não aparece como variável explicativa de nenhuma das percepções. Os resultados encontrados apontam para o fato de que quanto mais familiaridade com o fenômeno do abortamento maior é atribuição de comunidade, ou seja, há o reconhecimento da elevada ocorrência de abortos por aqueles que admitem algum tipo de proximidade com a questão. Faz sentido então reforçar o papel institucional como promotor da visibilidade do abortamento, para além da perspectiva da moralidade, mas sim da problemática social que o envolve, enquanto comportamento cotidianamente praticado à revelia dos julgamentos morais a ele feito.

This article presents the qualitative analysis of public teachers’ interviews who worked at low socioeconomic schools. We found that school contexts condition teachers’ beliefs about students’ performance and achievement. Through the emphasis on students’ difficulties, teachers reduce their responsibility for student learning. However, institutional activities oriented to teachers’ change may be related to strengthen collective efficacy beliefs which diminish their beliefs about negative conditions of low socioeconomic contexts, and motivate teachers’ pedagogical change. / En este artículo se presenta el análisis cualitativo de entrevistas a docentes de cuatro escuelas públicas ubicadas en sectores desfavorecidos. Se encontró que el contexto socioeconómico de las escuelas influye en las creencias de los docentes. Los docentes enfatizan las dificultades y los problemas de los estudiantes y explican cómo su condición social y económica está directamente relacionada a dichas dificultades. De esa forma, reducen su responsabilidad frente al aprendizaje de los alumnos. Sin embargo, al parecer, algunas prácticas institucionales orientadas al cambio docente podrían estar jugando un rol importante en el fortalecimiento de creencias colectivas de eficacia que contrarrestan sus creencias sobre las condiciones negativas de los contextos en los que trabajan e impulsan procesos de cambio en sus prácticas pedagógicas.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-04-17T11:42:34Z No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-17T11:52:58Z (GMT) No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-17T11:52:58Z (GMT). No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-31 / This research was carried out in a Modern Language Course at a federal university in central western Brazil and aimed at investigating the beliefs of an English language teacher educator about what it means to be a good English language teacher educator in the process of teaching and learning, and also at verifying the reflections of the English language teacher educator’s students, pre-service English teachers, about her beliefs. The theoretical framework was based on the field of language teachers’ education (PERRENOUD, 1999; CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002; ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO, 2011; VIANA, 2011; HALU, 2014) and beliefs about foreign language teaching/learning (PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999; SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013; HAYASHI, 2015). The case study methodology was employed and the following data collection instruments were used: questionnaires, narrative, interviews, class observations (supported by field notes and audio recordings), and group discussion. Regarding the teacher educator’s beliefs, results suggest that she believes that the good teacher educator makes use of pair/group work, employs ludic activities in classes, values continuous education, uses technological resources, works not only with intellectuality, but also with emotions/feelings, and can influence the adoption of postures throughout pre-service teacher’s academic education and teaching practice. The data obtained also reveal the existence of a central belief in which the other beliefs of the English language teacher educator are held: the good teacher educator must pay careful attention to the learning environment so that the learner can feel comfortable to learn. It is also verified that there is congruence between the teacher educator’s beliefs and her pedagogical actions. As for the reflections of students, pre-service teachers, concerning their teacher educator’s beliefs, results indicate that they share her beliefs and understand that they influence in a positive way both their academic education and teaching practices, since they already work as English language teachers. The analysis of the students’ reflections also suggests that the teacher educator’s central belief - the good teacher educator must pay careful attention to the learning environment so that the learner can feel comfortable to learn - seems to be understood in a positive way by the students, once they demonstrate a more humanized posture because they acknowledge that the learners’ emotional framework must be taken into consideration. This study indicates the importance of seriously considering the possibility of teacher educator’s influence in relation to their undergraduate students. It is imperative to keep this in mind when dealing with teachers’ education, since teacher educator’s beliefs and actions can influence both positively and negatively. / Esta pesquisa, realizada em um curso de Letras Inglês de uma universidade pública da região centro-oeste do Brasil, teve como objetivo investigar as crenças de uma professora formadora de língua inglesa acerca do que significa ser um bom professor formador de inglês ao longo do processo de se ensinar/aprender, além de verificar as reflexões de seus alunos, professores em formação, acerca de suas crenças. O referencial teórico apoiou-se na área de formação de professores de línguas (PERRENOUD, 1999; CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002; ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO, 2011; VIANA, 2011; HALU, 2014) e de crenças no campo de ensino/aprendizagem de línguas (PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999; SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013; HAYASHI, 2015). A metodologia escolhida foi o estudo de caso, e os seguintes instrumentos de coleta de dados foram utilizados: questionários, narrativa, entrevistas, observações de aulas, acompanhadas de anotações de campo e gravações em áudio, e grupo de discussão. Quanto às crenças da professora formadora, os resultados sugerem que ela acredita que o bom professor formador faz uso de trabalho em pares/grupos, emprega atividades lúdicas em suas aulas, preza pela formação contínua, utiliza recursos tecnológicos, não trabalha apenas com intelectualidade, mas também com emoções/sentimentos, e pode influenciar a adoção de posturas ao longo da formação e prática docente do professor em formação. Os dados obtidos também revelam a existência de uma crença central na qual se sustentam as demais crenças da professora formadora: o bom professor formador deve estar atento ao ambiente para que o aprendiz se sinta confortável para aprender. Verifica-se ainda que há congruência entre as crenças da formadora e suas ações pedagógicas. No tocante às reflexões dos alunos, professores em formação, em relação às crenças de sua docente formadora, os resultados indicam que eles compartilham de suas crenças e percebem que influenciam de modo positivo tanto em sua formação acadêmica quanto em suas práticas docentes, uma vez que já atuam como professores de língua inglesa. A análise das reflexões dos acadêmicos sugere também que a crença central da docente formadora de que o bom docente formador se preocupa em tornar o contexto de aprendizagem o mais favorável possível parece ser entendida por seus alunos positivamente, uma vez que demonstram uma postura mais humanizadora porque reconhecem que os aspectos emocionais dos aprendizes devem ser levados em consideração. Este estudo evidencia a importância de considerarmos seriamente a possibilidade de influência do docente formador em relação a seus formandos. É imprescindível ter isso em mente ao se formar professores, pois as crenças e ações dos formadores podem influenciar tanto de modo positivo quanto negativo.

Lärare i Sverige använder i stor utsträckning matematikböcker i matematikundervisningen. Hur lärares uppfattningar påverkar deras undervisning är dock debatterat. Denna studie undersöker därför sambandet mellan lärares användning av matematikböcker och deras uppfattningar om matematik, matematikundervisning och lärande i matematik. Först fick åtta lärare i årskurs 1-3 besvarade en enkät om uppfattningar, och om användning av matematikböcker och sedan intervjuades tre av dem. Resultatet visar att lärarna i olika grad kan ha både en dynamisk och statisk syn på matematik som ämne, och både en konstruktivistisk och traditionell syn på undervisning och lärande i matematik. Resultatet visar även att den lärare som i minst utsträckning tar uppgifter från matematikboken är den lärare som i störst utsträckning visar på en konstruktivistisk syn, medan den lärare som i störst utsträckning tar uppgifter från matematikboken är den lärare som i störst utsträckning visar på en dynamisk och problemlösande syn. Den lärare som befinner sig i mitten vad gäller vart uppgifterna tas ifrån är den lärare som i störst utsträckning håller med om en statisk och platonistisk samt instrumentalistisk syn. Ses uppfattningar om undervisning och lärande i matematik och uppfattningar om matematik som ämne däremot som en enhet går det inte att påvisa ett samband till användningen av matematikböcker. / Swedish teachers tend to use mathematics textbooks in their teaching to a large extent. How teachers’ beliefs impact their teaching is however, debated. Therefore, this study investigated the relationship between teachers’ use of mathematics textbooks and their beliefs about mathematics, mathematics teaching and learning mathematics. Eight 1-3 grade teachers completed a questionnaire measuring their use of mathematics textbooks and their beliefs, three of these were interviewed. The results indicate that the teachers can agree with both a dynamic and a static view of the nature of mathematics, and both a constructivist and traditional view of mathematics learning and teaching. The results also show that the teacher that uses the least amount of tasks from mathematics textbooks is the teacher that to the largest extent holds a constructivist view, while the teacher that uses the most amount of tasks from mathematics textbooks is the teacher that to the largest extent holds a dynamic and problem solving view. The teacher that’s in between the other teachers when it comes to where the tasks are taken from is the teacher that to the largest extent holds a static, platonist and instrumentalist view. However, if beliefs about mathematics, mathematics teaching and learning mathematics are seen as a unit there is no correlation between the use of mathematics textbooks and beliefs.

Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.

No description available.

No description available.