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Responding To The Call To Teach: Preservice Teachers' Case Stories Of Teaching English And Language Arts

Gingrich, Randy Scott
http://rave.ohiolink.edu/etdc/view?acc_num=osu1053428681

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
This study examines the effects of utilizing preservice English/Language Arts teachers' own case stories while student teaching and sharing those case stories with other preservice teachers on the perceptions of preservice teachers about teaching. The first objective of this study determines how preservice teachers conceive of teaching through their case stories of teaching. Studying the case stories of teaching provides a window to understand the connections between their individual field experiences, course work, and prior experiences. The second objective of the study is to understand how a collaborative framework for discussing case stories-the group- reflective interview-facilitates learning about teaching. Questions used to guide the study are: 1) What do preservice teachers reveal about their perceptions of teaching English/language arts through case stories of teaching? 2) How do sharing and discussing case stories of teaching with their colleagues in the English cohort affect their thinking about the teaching of English/Language Arts? Theories of narrative inquiry and activity theory are used to consider these questions. Findings suggest that case stories of teaching and the group reflective interview can be effective to teacher education and teacher research in several ways. The data contend that teacher educators and teacher researchers may use case stories and group-reflective interviews to: 1) provide opportunities for preservice teachers from diverse backgrounds and diverse teaching contexts to converse on issues related to teaching English/Language Arts; 2) break the isolation that preservice teachers feel by helping them to build community with other preservice teachers who are facing similar dilemmas; 3) provide preservice teachers with episodes of other preservice teachers in actual classroom experiences; 4) present preservice teachers with new models for thinking about their teaching practices; 5) increase preservice teachers' ability to theorize and interpret particular instructional situations; and 6) affect how preservice teachers evaluate themselves as teachers.
Caroline Clark (Advisor)
259 p.
Education, Language and Literature
Teacher Education; Narrative Inquiry; English Education; Activity Theory

Recommended Citations

Citations

  • Gingrich, R. S. (2003). Responding To The Call To Teach: Preservice Teachers' Case Stories Of Teaching English And Language Arts [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1053428681

    APA Style (7th edition)

  • Gingrich, Randy. Responding To The Call To Teach: Preservice Teachers' Case Stories Of Teaching English And Language Arts. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1053428681.

    MLA Style (8th edition)

  • Gingrich, Randy. "Responding To The Call To Teach: Preservice Teachers' Case Stories Of Teaching English And Language Arts." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1053428681

    Chicago Manual of Style (17th edition)

osu1053428681
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© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.