TY - JOUR
T1 - The socializing influence of normative cohesive teacher education on teachers' beliefs about instructional choice
AU - Tatto, Maria Teresa
N1 - Funding Information:
I wish to acknowledge Jere Brophy's comments and suggestions on the final drafts of this article. Thanks also to Mary Kennedy and to the anonymous referees whose comments on an earlier version of the article have contributed to its improvement. This work was sponsored in part by the National Center for Research on Teacher Learning, Michigan State University. The National Center for Research on Teacher Learning was funded primarily by the Office of Educational Research and Improvement, US Department of Education. The opinions expressed in this article do not necessarily represent the position, policy or endorsement of the office or the department.
PY - 1999
Y1 - 1999
N2 - This paper explores the conceptions held by the teacher education faculty and their teacher learners regarding teachers' beliefs about instructional choice. Findings show that different conceptions of teachers' instructional decision-making were associated with different teacher education designs. In programs where teaching was conceived, for the most part, as an externally regulated profession, teachers had few opportunities to understand, reflect on or align their practice in response to students' learning needs. In programs where teachers were seen as professional individuals capable of making informed instructional choices, teachers had more opportunities to acquire the knowledge and skills to adjust instruction to learners' diverse needs. Conceptions of instructional choice and sources of guidance in teaching and learning to teach were, on average, disperse across the programs studied, but in constructivist programs, graduates' views were more likely to move in the direction of their faculty's expectations. I discuss programs' socialization opportunities that may play a role on teacher education influence.
AB - This paper explores the conceptions held by the teacher education faculty and their teacher learners regarding teachers' beliefs about instructional choice. Findings show that different conceptions of teachers' instructional decision-making were associated with different teacher education designs. In programs where teaching was conceived, for the most part, as an externally regulated profession, teachers had few opportunities to understand, reflect on or align their practice in response to students' learning needs. In programs where teachers were seen as professional individuals capable of making informed instructional choices, teachers had more opportunities to acquire the knowledge and skills to adjust instruction to learners' diverse needs. Conceptions of instructional choice and sources of guidance in teaching and learning to teach were, on average, disperse across the programs studied, but in constructivist programs, graduates' views were more likely to move in the direction of their faculty's expectations. I discuss programs' socialization opportunities that may play a role on teacher education influence.
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U2 - 10.1080/1354060990050106
DO - 10.1080/1354060990050106
M3 - Article
AN - SCOPUS:28844476298
SN - 1354-0602
VL - 5
SP - 95
EP - 118
JO - Teachers and Teaching: Theory and Practice
JF - Teachers and Teaching: Theory and Practice
IS - 1
ER -