Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs
Published In
Journal of Teacher Education
Document Type
Citation
Publication Date
4-10-2017
Abstract
This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.
Rights
© 2017 American Association of Colleges for Teacher Education
Locate the Document
DOI
10.1177/0022487117702584
Persistent Identifier
https://archives.pdx.edu/ds/psu/25765
Citation Details
Scales, R.Q. et al. 2017. Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs. Journal of Teacher Education, 69(1):7-21.