Ethnography for Teacher Education
Bibliographic Data
| ID | 4835622 |
|---|---|
| Authors | Carolyn R Frank (California State University Los Angeles), Carolyn Frank (California State University Los Angeles), Frederick L Uy (California State University Los Angeles) |
| Year | 2004 |
| Volume | 55 |
| Issue | 3 |
| Pages | 269-283 |
| Publication date | 2004-05-01 |
| 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 | 10.1177/0022487104263978 |
| OpenAlex | W1981050273 |
| Language | EN |
| Citations received | 10 |
| References cited | 22 |
Preservice teachers are faced with many challenges when observing elementary classrooms and often jump to critical evaluation based on too little evidence. The authors wondered if preservice teachers could use observation methods from ethnography and sociolinguistics to delay their evaluations and interpretations of classroom practice and see from an insider's perspective. The authors developed a study in which 42 preservice teachers learned how to observe through this approach and then observed 22 elementary teachers with fieldnotes and interviews. Classroom discourse was central to the research as observers recorded the "talk" during writing instruction. By analyzing the notes, interviews, and summaries, the authors found that preservice teachers were able to record talk and action in classrooms without critical evaluations. They used quotes from fieldnotes as evidence for their interpretations of what was happening. Their summaries included discussions of how discourse shapes instructional events and how teachers use talk to organize and manage classrooms
Action research · Ethnography · Fieldnotes · Insider · Mathematics education · Pedagogy · Perspective (graphical) · Qualitative research · Semi-structured interview · Sociology · Teacher education · Computer Science · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Empowering Elementary Students with Community-Based Engineering
‘I can’t leave my nephews and nieces’
Competing allegiances in ESL curriculum work
A comparison of student teachers’ perceptions of school placement experience in Malta and China Compare
Using Performance Ethnography to Confront Issues of Privilege, Race, and Institutional Racism
The role of families in narrating Kaili ethnic oral traditions to strengthen religious education at elementary schools
“It's Like What Guadalupe Valdés Says
Digital culture, and the viewing/participating pre-service teacher
Podcast Time”
The trials and tribulations of teacher-research
Reevaluating the IRF sequence
Learning to Teach against the Grain
Functions of language in the classroom.
Writing Ethnographic Fieldnotes
Learning Lessons
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Judy constructs a genuine question
The Remaking of a High School Reader
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
When the Problem Is Not the Question and the Solution Is Not the Answer
Naturalistic inquiry
Problem Solving as a Basis for Reform in Curriculum and Instruction
Interrogating Cultural Diversity
Social competence at home and at school
| Unique citing works | 10 |
|---|---|
| Citations per year | 0.59 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |