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ERIC Number: EJ1013922
Record Type: Journal
Publication Date: 2013-Jan
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-8204
Competing Centers of Gravity: A Beginning English Teacher's Socialization Process within Conflictual Settings
Smagorinsky, Peter; Rhym, Darren; Moore, Cynthia P.
English Education, v45 n2 p147-183 Jan 2013
This case study follows a teacher candidate through her semester of student teaching English in a suburban high school in the U.S. Southeast. The study is part of a line of inquiry that investigates the factors that contribute to teachers' development of "concepts" to guide their instruction. In particular, this research focuses on the mediational role of "settings" in teachers' development of a teaching conception and the "attributions" made by the teacher candidate to the sources for her understanding of how to teach. Data for the research consist of observations and interviews with focal teacher Anita and key stakeholders. These data were analyzed to identify the "pedagogical tools" used during student teaching and the sources to which she attributed her learning of them. Findings indicate that Anita's initial conception of teaching was complicated by competing centers of gravity--that is, settings with conflicting notions of effective practice--that pulled her in many different directions, thus making her ability to develop a coherent approach to teaching a challenge. The study concludes with a discussion of conventional linear views of concept development and how attention to the settings of learning to teach can help explain the difficulties of learning to teach in cohesive and consistent ways. (Contains 4 tables, 4 figures, and 1 note.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A