Lesson Plans The Institutional Demands of Becoming a Teacher
Produktdetaljer
Biografisk notat
JUDSON G. EVERITT is assistant professor of sociology at Loyola University Chicago, Illinois.Lesson Plans The Institutional Demands of Becoming a Teacher
"An excellent and exciting addition to the field. <i>Lesson Plans</i> makes important contributions to existing work through its treatment of teacher education programs as sites of cultural negotiation between future teachers and the institutional and organizational expectations for their teaching." - Lisa M. Nunn (author of Defining Student Success) "<i>Lesson Plans</i> is a rich and wonderful study, perhaps the most interesting treatise on teachers since Lortie's seminal <i>Schoolteacher</i>." - Tim Hallett (Indiana University) "A remarkably informative and exceptionally insightful study that is impressively accessible in both organization and presentation, <i>Lesson Plans</i> is a unique and critically important addition both college and university library Teacher Education collections and supplemental studies lists." (Midwest Book Review) "<i>Lesson Plans</i> is a much-needed addition to the body of work on professional socialization, and can be taught both for its topical focus as well as an example of how to use qualitative data to construct arguments that link levels of analysis." (Symbolic Interaction) "Everitt’s ethnographic analysis offers a novel look at how teacher candidates respond to accountability standards." (American Journal of Sociology)
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
Socialization of New Teachers 1
1 Compulsory Education and Constructivist Pedagogy 22
2 The Challenges and Assumptions of Adapting
to All Students 48
3 Accountability and Bureaucracy 72
4 Dilemmas of Coverage and Control 95
5 The Injunction to Adapt, Autonomy, and Diversity
of Practice 118
6 The Demands of Becoming a Teacher 142
Appendix: Site, Context, and My Role As an Ethnographer 165
Acknowledgments 179
Notes 181
Bibliography 197
Index 207
"An excellent and exciting addition to the field. <i>Lesson Plans</i> makes important contributions to existing work through its treatment of teacher education programs as sites of cultural negotiation between future teachers and the institutional and organizational expectations for their teaching." - Lisa M. Nunn (author of Defining Student Success) "<i>Lesson Plans</i> is a rich and wonderful study, perhaps the most interesting treatise on teachers since Lortie's seminal <i>Schoolteacher</i>." - Tim Hallett (Indiana University) "A remarkably informative and exceptionally insightful study that is impressively accessible in both organization and presentation, <i>Lesson Plans</i> is a unique and critically important addition both college and university library Teacher Education collections and supplemental studies lists." (Midwest Book Review) "<i>Lesson Plans</i> is a much-needed addition to the body of work on professional socialization, and can be taught both for its topical focus as well as an example of how to use qualitative data to construct arguments that link levels of analysis." (Symbolic Interaction) "Everitt’s ethnographic analysis offers a novel look at how teacher candidates respond to accountability standards." (American Journal of Sociology)
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
Socialization of New Teachers 1
1 Compulsory Education and Constructivist Pedagogy 22
2 The Challenges and Assumptions of Adapting
to All Students 48
3 Accountability and Bureaucracy 72
4 Dilemmas of Coverage and Control 95
5 The Injunction to Adapt, Autonomy, and Diversity
of Practice 118
6 The Demands of Becoming a Teacher 142
Appendix: Site, Context, and My Role As an Ethnographer 165
Acknowledgments 179
Notes 181
Bibliography 197
Index 207