Ethnography for Teacher Education
Ethnography for Teacher Education
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教师教育民族志
DOI：
10.1177/0022487104263978
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发表时间：
2004
影响因子：
3.9
通讯作者：
Frederick L. Uy
中科院分区：
文献类型：
--
作者：
C. Frank;Frederick L. Uy
职前教师在观察小学课堂时面临着许多挑战，并且经常根据太少的证据进行批判性评价。作者们想知道，业余教师是否可以使用民族志和社会语言学的观察方法来推迟他们对课堂实践的评估和解释，并从内部人士的角度来看。作者设计了一项研究，其中42名小学教师学习如何通过这种方法观察，然后观察了22名小学教师的现场笔记和访谈。课堂话语是研究的核心，因为观察者记录了写作教学过程中的“谈话”。通过分析笔记、访谈和总结，作者发现，兼职教师能够记录课堂上的谈话和行动，而不需要进行批判性的评价。他们引用现场记录作为他们对所发生事情的解释的证据。他们的总结包括讨论话语如何塑造教学活动，以及教师如何使用谈话来组织和管理课堂。
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.