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Becoming a member of the teaching profession: Learning a language of possibility
ARTICLE

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TATE Volume 14, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teacher educators who are responsible for helping prospective teachers grow into their professional roles need to understand the development process. This article provides examples of how the authors introduced and modeled a “language of possibility” in an inquiry group to provide opportunities for two interns, Maureen and Deanna, to acquire and learn a secondary teacher discourse. It illustrates how the discourse supported them in finding ways to control their own professional learning and to act on their emerging philosophies in the midst of powerful challenges from existing classroom norms. Implications for supporting novices in developing a teaching discourse are discussed.

Citation

Rosaen, C.L. & Schram, P. (1998). Becoming a member of the teaching profession: Learning a language of possibility. Teaching and Teacher Education: An International Journal of Research and Studies, 14(3), 283-303. Elsevier Ltd. Retrieved July 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(97)00044-9

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