This work contributes to an ongoing conversation about how practice-based teacher education might be designed to support preservice teachers professional judgment, particularly in the area of writing instruction. By synthesizing research on practice-based teacher education with sociocultural understandings of concept development and work on how writing teachers learn to teach writing, I offer three design conjectures about how preservice teachers might be supported to teach writing in intellectually rigorous and equitable ways. I then used discourse analysis to investigate preservice teachers concept development in a methods course which used these design conjectures. Finally, I followed preservice teachers into their student teaching placements, using discourse analysis to understand how they developed concepts about writing instruction through their practice. I found that preservice teachers developed concepts about a core teaching practice, making student thinking visible, in combination with other ideas about writing instruction that arose in the contexts in which preservice teachers taught writing. Thus, teaching concepts develop ecologicallyin relation to one another, to the cultural and historical discourses and practices that characterize particular contexts for teaching, andmost importantlyto students. Findings contribute to research on how teachers learn to teach writing, to research on concept development in teaching, and to broader conversations about the potential and limits of practice-based approaches to teacher education.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-06112015-145152 |
| Date | 15 June 2015 |
| Creators | Kane, Britnie Delinger |
| Contributors | Dr. Kevin Leander, Dr. Melanie Hundley, Dr. Ilana Seidel Horn, Dr. Sandy Solomon |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-06112015-145152/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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