A Frog in a Well Shaft
Lessons from China on Learning to Teach
Bibliographic Data
| ID | 12794845 |
|---|---|
| Authors | Elizabeth Spalding (corresponding author), Jian Wang (0000-0001-6128-1254), Emily Lin (0000-0002-5326-2886), Emily Lın (0009-0009-2568-5740), Jim Butcher (0000-0002-5754-3562), John Butcher (0000-0002-2402-2314) |
| Year | 2009 |
| Volume | 5 |
| Issue | 2 |
| Pages | 113-134 |
| Publication date | 2009-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2009.10399568 |
| OpenAlex | W2157666123 |
| Language | EN |
| References cited | 24 |
Understanding the interplay among experience, beliefs, and contexts of teaching in preservice and inservice teachers' learning to teach is crucial to improving teacher quality for diverse populations. This study examined the impact of a summer camp English teaching experience in China on the ideas and practice of two White, middle-class female teacher education students with varying backgrounds and experience. Data sources included surveys, interviews, and classroom observations. The study found that when teachers approach new experiences as learners, they are more likely to adopt constructivist pedagogy. In addition, the study found that professional experience and credentials are not necessarily good indicators of how well teachers will perform with students whose cultures are different from their own. Rather, context, personal history, identity, and the disposition to view teaching and learning as reciprocal and recursive processes are interconnected factors that significantly influence teacher development
Class (philosophy · Context (archaeology · Disposition · Identity (music · Mathematics education · Pedagogy · Professional development · Quality (philosophy · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies
Basics of qualitative research
Radical Constructivism
A Critical Analysis of the Research on Learning to Teach
Constructivist Pedagogy
Teaching Student Teachers to Reflect
A Process Approach to Literacy Using Dialogue Journals and Literature Logs with Second Language Learners
Reconstructing elementary teacher candidates' understanding of mathematics and science content
The agenda-setting dilemma in a constructivist staff development process
Learning to teach with mandated curriculum and public examination of teaching as contexts
Negotiating Displacement Spaces
Appropriating Tools for Teaching English
A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone's Children
Teachers for multicultural schools
Sociocultural Competence in Teacher Education
Changing Preservice Teachers' Attitudes/Beliefs About Diversity
Using Immersion Experiences to Shake Up Preservice Teachers' Views about Cultural Differences
Cross-cultural field placements
| Citation velocity | historical |
|---|---|
| Highly cited | No |