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- W319010625 abstract "This is the story of what preservice teachers have taught us as we observed and listened to them during the first year of a three-year study of the growth of knowledge of English and teaching in twentyfive prospective English teachers.1 Through multiple interviews and participant observation in key courses, we are seeking to understand the interaction of their prior experiences in schools; their identities as readers, writers, and speakers; their memberships in a variety of discourse communities; their academic preparation in English and teaching; and their early experiences as teachers. At the inception of this study, we had thought of these students' academic experiences as a unified apprenticeship, one that we and our colleagues carefully provide them in courses like Composition Theory and Practice, Adolescent Literature, and English Methods. We had hoped that upon completion of this apprenticeship, these students would have experienced and subsequently developed an understanding of writing, reading, and language learning as complicated personal and dialogic processes. We had hoped that they would develop an understanding of themselves as teachers/learners and of the importance of their students becoming their own teachers. And finally, we had hoped that they would develop a constructivist vision of education of the philosophical, ethical, and political purposes of education consistent with the above understandings. What we discovered, or rather what we were taught, was something different." @default.
- W319010625 created "2016-06-24" @default.
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- W319010625 date "1993-01-01" @default.
- W319010625 modified "2023-09-26" @default.
- W319010625 title "Dual Apprenticeships: Subverting and Supporting Critical Teaching." @default.
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