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- W4283267260 abstract "In this chapter we (Katz and Wilson) present two telling cases where we engage in an ethnographic exploration of the frame clashes we encountered as leaders in an early childhood teacher education program. Katz's telling case presents a disconnect that occurs between the university's and local field placement classroom teacher's expectations for lesson planning and lead teaching while Wilson's case concerns a disconnect between a University classroom assignment and how it is enacted in the local context of the field placement. Using an interactional ethnographic logic of inquiry we relate how participant observation and fieldnotes helped us explore and uncover the sources of disconnects between these two bounded contexts. Furthermore, we examine how disconnects provided an anchor for us to (re) analyze our observations. We demonstrate how varied field records and observations can inform teacher educators in taking actions to support future preservice teachers in their programs." @default.
- W4283267260 created "2022-06-23" @default.
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- W4283267260 date "2022-06-21" @default.
- W4283267260 modified "2023-09-30" @default.
- W4283267260 title "Rethinking Participant Observation in Teacher Education" @default.
- W4283267260 doi "https://doi.org/10.4324/9781003215479-15" @default.
- W4283267260 hasPublicationYear "2022" @default.
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