Situated Teaching: Personal, Cultural, and Contextual Early Childhood Schooling

These findings suggest the following implications for teachers, administrators, teacher educators, and reformers. With growing interest in teacher collaboration within already over-burdened systems, understanding school identity is becoming more important to educators. Understanding schools as places where teachers learn to teach can prevent indoctrination. Greater awareness of situated notions about what constitutes good teaching makes implicit values more visible so that they may be examined and reformed. I argue that a search for essential characteristics of good teaching over-simplifies the complexity of teaching. Broadening notions of teaching to include work outside the classroom such as talk about teaching, peer observation, and joint problem setting and solving would enlighten teacher self-evaluation.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Blank, Jolyn Margaret

Contributors dc:contributor

• Bresler, Liora

• Education, Early Childhood

Language dc:language

eng

Identifier

(MiAaPQ)AAI3242795

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79931