Becoming a Teacher

revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching – and what we know works, in spite of standardized testing and accountability measures that declare the opposite.

Robert W. Blake Jr. is Associate Professor of Elementary Education at Towson University. By training and passion he is a science educator and focuses much of his work on helping pre-service elementary interns teach meaningful science to elementary students. Brett Elizabeth Blake is Professor in the School of Education at St. John’s University, where she is also a Senior Research Fellow at the Vincentian Center for Social Justice and Poverty.

Leseprobe

Contents: William Schubert: Foreword: More Teacher Lore – Robert W. Blake Jr./Brett Elizabeth Blake: Introduction: What Are Narratives and Why Use Them in Teacher Education? – Robert W. Blake Sr.: Tell Me a Story: The Forms and Uses of Narrative – Darlene Fewster: Developing a Sense of Becoming a Special Educator – Robert W. Blake Jr.: The Shallow End Is Boring: Getting Science Back into the Elementary Classroom – Helen M. Garinger: The Arts in School Counseling Education – Sandra Schamroth Abrams: Digital Narratives by Digital Natives: Online Inquiry and Reflective Practices in a Third Space – Mary Beth Schaefer: Learning With Middle-Grade Students: Narrative Inquiry and Reader Response in the Classroom – Julie H. Carter: Critical Incidents in Social Foundations: Reflecting on Theory, Connecting to Practice – Elizabeth P. Quintero: Early Childhood Collaborations: Learning from Migrant Families and Children – Brett Elizabeth Blake: Who Am I? Urban (ELL) Teachers and Students Create Narratives and Professional Stance Through Cultural Texts – William Ayers: Afterword: Telling Stories out of School.