The Expertise in Urban Teaching Project: A Theory-Building Study.

Expertise--Cognitive and Ethnographic Approaches;National Board for Professional Teaching Standards;Chicago Public Schools;First Year Teachers;Teacher Cognition;Oral History and Narrative Research;Education;Social Sciences;Education

Vanover, Charles F.Moss, Pamela Ann ;

University of Michigan

关键词: Expertise--Cognitive and Ethnographic Approaches;    National Board for Professional Teaching Standards;    Chicago Public Schools;    First Year Teachers;    Teacher Cognition;    Oral History and Narrative Research;    Education;    Social Sciences;    Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/62224/cvanover_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

The Expertise in Urban Teaching Project is a long-term investigation centered on a critical question in the human sciences: How does knowledge change professional performance? This dissertation advances this question in the context of research on teaching. It analyzes qualitative data from interviews conducted with 7 expert and 5 beginning teachers in the Chicago Public Schools at the conclusion of the 2003-2004 school year. The interviews’ goal was to sample teachers’ classroom knowledge: the remembered landscape of lessons, people, and events teachers use to plan and make sense of their daily work. The chief questions addressed are: (1) What is the shape of teachers’ classroom knowledge? (2) How does this knowledge vary between teachers of different skill levels?Experts were defined as National Board for Professional Teaching Standards (NBPTS) certified teachers who taught in urban schools for at least seven years. All were selected by the director of one of Chicago’s most respected NBPTS preparation programs: The Chicago Quest Center’s Nurturing Teachers’ Leadership Program (Nighswander, Cherkasky-Davis, & Bearden, 2001). Novice teachers were chosen with snow-ball sampling techniques. The interview’s first question was adapted from Benner’s studies of expertise in critical-care nursing:•Please tell a story about a student, or a group of students, for whom your teaching made a difference. Interviews were transcribed verbatim. Teachers’ narratives were divided into their component incidents and coded. Experts discussed peaceful, working classrooms characterized by high levels of reading and writing instruction. Their descriptions of core academic subject matter were frequently imbued with positive emotions such as happiness and joy. Experts frequently shared incidents where they felt proud of their students’ academic accomplishments. Beginners told fewer stories about reading and writing instruction. Relationships with students were strained. Children frequently broke classroom rules and argued. Beginners told almost as many stories about student misbehavior as they did of reading, writing, social studies, science, and mathematics instruction combined. Verbatim transcriptions of the narratives are shared throughout the empirical chapters to allow readers to enter imaginatively, and learn from, the teachers’ schoolwork. The conclusion outlines a meta-theory of expertise in classroom teaching.