The Role of Context in Learning to Teach Writing
What Teacher Educators Need to Know to Support Beginning Urban Teachers
Bibliographic Data
| ID | 4308285 |
|---|---|
| Authors | Laura S Pardo (Hope College, corresponding author) |
| Year | 2006 |
| Volume | 57 |
| Issue | 4 |
| Pages | 378-394 |
| Publication date | 2006-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487106291563 |
| OpenAlex | W2093218396 |
| Language | EN |
| Citations received | 14 |
| References cited | 23 |
The yearlong qualitative study this article describes explores how three beginning elementary teachers in urban schools struggled with policy, students, and their own commitment of learning to teach writing to their students. Findings indicate that beginning teachers learned to teach writing by drawing on a variety of knowledge sources, that beginning teachers' writing instruction was heavily influenced by various aspects of their individual teaching contexts, and that because these various aspects of teaching context often conflicted with each other, creating tensions for the beginning teacher, learning to teach writing was strongly shaped by how each teacher learned to manage the various conflicting aspects of her individual teaching context. Implications for teacher education emerged and include focusing on writing pedagogy, examining teaching contexts and decision making within various settings, and using case studies to examine how experienced teachers work successfully within a variety of teaching contexts
Context (archaeology) · Mathematics education · Pedagogy · Qualitative research · Sociology · Teacher education · Teaching method · Variety (cybernetics) · Computer Science · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies · Writing and Handwriting Education
Emerging Possibilities
Resources Preservice Teachers Use to Think about Student Writing
Becoming a writing teacher
A Snapshot of Writing in Elementary Teacher Preparation Programs
Pre-Service Teachers’ Preparation to Teach Writing Using Genre-Based Strategy Instruction
Make Kindergarten “Funner”
Exploring identities of novice mainland Chinese teachers in Hong Kong
Teacher candidates' perceptions of their learning and engagement in a writing methods course
Context perspectives in a Taiwan junior high school
Complexities in social justice teacher preparation
Enacting a Culturally Responsive Curriculum in a Novice Teacher's Classroom
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms
Struggling to Overcome the State's Prescription for Practice
Home advantage
Teacher Education and the Cultural Imagination
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Other People's Children
Ghetto Schooling
Ways with Words
Other people's children
The social mind
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Qualitative Analysis for Social Scientists
Knowledge and Teaching
Toward a Theory of Culturally Relevant Pedagogy
Research for High-Quality Urban Teaching
Situated Learning
School Teacher
Social Class Differences in Family-School Relationships
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,78 |
| Citation span | 2008 - 2025 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |