Lifetime Influences on the Literacy-Related Instructional Beliefs of Experienced High School History Teachers: Two Comparative Case Studies
Lifetime Influences on the Literacy-Related Instructional Beliefs of Experienced High School History Teachers: Two Comparative Case Studies
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经验丰富的高中历史教师与识字相关的教学信念的终生影响：两个比较案例研究
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发表时间：
1996
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影响因子：
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通讯作者：
E. Sturtevant
中科院分区：
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作者：
E. Sturtevant
本文介绍并比较了两位在美国东部同一所高度多元文化的城市高中任教超过20年的高中历史教师与素养相关的教学信念的案例研究。数据的收集方式包括对教师的自传式访谈、连续20天的课堂观察、课堂和学区文件以及对学生和导师的简短访谈。本文描述了教师在教学中包含与识字有关的活动的信念，并分析和比较了过去和最近对这些信念的影响。结果表明，教师的信念受到受信任的学校同事、其他教师朋友、早期榜样和学生的个人关系的强烈影响。对教师发展计划和研究的启示提出建议。
This paper presents and compares case studies of the literacy-related instructional beliefs of two high school history teachers who had been teaching for over 20 years in the same urban, highly multicultural high school in the eastern United States. Data were collected through extended autobiographical interviews with teachers, 20 sequential days of classroom observation, classroom and district documents, and shorter interviews with students and supervisors. The teachers' beliefs about including literacy-related activities in their instruction are described, and past and recent influences on these beliefs are analyzed and compared. Results include that the teachers' beliefs were strongly affected by personal relationships with trusted school colleagues, other teacher-friends, early role models, and students. Implications for teacher development programs and research are suggested.