Novice Teachers Embracing Wobble in Standardized Schools

Using Dialogue and Inquiry for Self-Reflection and Growth
1. Auflage 2020
ISBN: 978-0-367-40440-6
Verlag: Routledge

Buch, Englisch, 146 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 226 g

A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences.

This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.

Autoren/Hrsg.

Fecho, Bob

Coombs, Dawan

Stewart, Trevor Thomas

Hawley, Todd S.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Preface

Acknowledgements

Chapter One: Recognizing Wobble, Uncertainty, and Possibility

Chapter Two: Describing the Process

Chapter Three: Constructing Personal and Professional Identities

Chapter Four: Dialoguing through Tensions between Belief and Practice

Chapter Five: Transacting with School Structures

Chapter Six: Maximizing the Possibilities

Author Biographies

Über Autor(innen)

Bob Fecho is Professor of English Education in the Department of Arts and Humanities at Teachers College, Columbia University, USA.

Dawan Coombs is Associate Professor of English at Brigham Young University, USA.

Trevor Thomas Stewart is Associate Professor in the School of Education at Virginia Polytechnic Institute and State University, USA.

Todd S. Hawley is Professor of Social Studies Education in the School of Teaching, Learning and Curriculum Studies at Kent State University, USA.