東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Professional development, practice, ...

Deneroff, Victoria Matzenauer.

Linked to FindBook

Google Book

Amazon

博客來

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice./
Author:	Deneroff, Victoria Matzenauer.
Description:	235 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1722.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175185
ISBN:	0542133210

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.
Deneroff, Victoria Matzenauer.

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice. - 235 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1722.

Thesis (Ph.D.)--University of California, Los Angeles, 2005.

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.

ISBN: 0542133210Subjects--Topical Terms:

783747
Education, Teacher Training.

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.
LDR:02308nmm 2200301 4500 001 1816391
005 20060717095831.5
008 130610s2005 eng d
020 $a 0542133210
035 $a (UnM)AAI3175185
035 $a AAI3175185
040 $a UnM $c UnM
100 1 $a Deneroff, Victoria Matzenauer. $3 1905777
245 1 0 $a Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1722.
500 $a Chair: Megan Franke.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2005.
520 $a This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.
590 $a School code: 0031.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sciences. $3 1017897
690 $a 0530
690 $a 0534
690 $a 0533
690 $a 0714
710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 66-05A.
790 1 0 $a Franke, Megan, $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175185