{"title":"职前教师自传体记忆视角下的观察学徒研究","authors":"Fiona Crowe, O. Mcgarr","doi":"10.1177/00224871221087199","DOIUrl":null,"url":null,"abstract":"Preservice teachers’ schooling during their “apprenticeship of observation” has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers’ openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured interviews exploring their talk about secondary schooling experiences. This research found that the participating preservice teachers agentically constructed nuanced schooling memories. Rather than their experiences of schooling practices imposing conceptions of teaching on them, participants were selective in encoding and recalling practices congruent with their goal of becoming a teacher. While acknowledging the important contribution of the apprenticeship of observation construct, these research findings suggest that when viewed through the lens of autobiographical memory, the construct is more nuanced than commonly presented, and, thus necessitates further consideration by teacher educators.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"An Investigation of Preservice Teachers’ Apprenticeship of Observation Through a Lens of Autobiographical Memory\",\"authors\":\"Fiona Crowe, O. Mcgarr\",\"doi\":\"10.1177/00224871221087199\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Preservice teachers’ schooling during their “apprenticeship of observation” has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers’ openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured interviews exploring their talk about secondary schooling experiences. This research found that the participating preservice teachers agentically constructed nuanced schooling memories. Rather than their experiences of schooling practices imposing conceptions of teaching on them, participants were selective in encoding and recalling practices congruent with their goal of becoming a teacher. While acknowledging the important contribution of the apprenticeship of observation construct, these research findings suggest that when viewed through the lens of autobiographical memory, the construct is more nuanced than commonly presented, and, thus necessitates further consideration by teacher educators.\",\"PeriodicalId\":17162,\"journal\":{\"name\":\"Journal of Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2022-04-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00224871221087199\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224871221087199","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
An Investigation of Preservice Teachers’ Apprenticeship of Observation Through a Lens of Autobiographical Memory
Preservice teachers’ schooling during their “apprenticeship of observation” has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers’ openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured interviews exploring their talk about secondary schooling experiences. This research found that the participating preservice teachers agentically constructed nuanced schooling memories. Rather than their experiences of schooling practices imposing conceptions of teaching on them, participants were selective in encoding and recalling practices congruent with their goal of becoming a teacher. While acknowledging the important contribution of the apprenticeship of observation construct, these research findings suggest that when viewed through the lens of autobiographical memory, the construct is more nuanced than commonly presented, and, thus necessitates further consideration by teacher educators.
期刊介绍:
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).