Between idealism and pragmatism: a case study of student teachers' pedagogical development Export

@article{citeulike:2923690, abstract = {This study examines the pedagogical-professional development of student teachers in a teacher-training program, and focuses particularly on a description and analysis of the practicum in the first and second years of a 4-year training program. In the first year, the student teachers taught six seminars of 3 days each to seventh grade classes and in the second year, the student teachers taught the same curriculum content in a formal class setting. This study focuses mainly on the modification of student teachers' beliefs over the 2 years of their training. Examination of the professional development of student teachers demonstrates a clear shift in their pedagogical beliefs from an idealistic mode of viewing the teaching experience in the first year, to a pragmatic one in the second year. Contrary to the view that sees primary idealism as an immature, undeveloped position, we contend that idealism and a sense of mission are desired qualities and the shift from "idealism" to "pragmatism" indicates a regression and not progression.}, author = {Shkedi, Asher and Laron, Dina}, citeulike-article-id = {2923690}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.tate.2004.07.006}, citeulike-linkout-1 = {http://www.sciencedirect.com/science/article/B6VD8-4DCWCTC-1/1/d023f27fdbfc56ff2aef9b823a91f03c}, doi = {10.1016/j.tate.2004.07.006}, journal = {Teaching and Teacher Education}, keywords = {lehrerbildung, professionaldevelopment}, month = {October}, number = {7}, pages = {693--711}, posted-at = {2008-06-24 14:39:11}, priority = {2}, title = {Between idealism and pragmatism: a case study of student teachers' pedagogical development}, url = {http://dx.doi.org/10.1016/j.tate.2004.07.006}, volume = {20}, year = {2004} }

TY - JOUR ID - citeulike:2923690 L3 - citeulike-article-id:2923690 N2 - This study examines the pedagogical-professional development of student teachers in a teacher-training program, and focuses particularly on a description and analysis of the practicum in the first and second years of a 4-year training program. In the first year, the student teachers taught six seminars of 3 days each to seventh grade classes and in the second year, the student teachers taught the same curriculum content in a formal class setting. This study focuses mainly on the modification of student teachers' beliefs over the 2 years of their training. Examination of the professional development of student teachers demonstrates a clear shift in their pedagogical beliefs from an idealistic mode of viewing the teaching experience in the first year, to a pragmatic one in the second year. Contrary to the view that sees primary idealism as an immature, undeveloped position, we contend that idealism and a sense of mission are desired qualities and the shift from "idealism" to "pragmatism" indicates a regression and not progression. IS - 7 JF - Teaching and Teacher Education EP - 711 TI - Between idealism and pragmatism: a case study of student teachers' pedagogical development VL - 20 SP - 693 KW - lehrerbildung KW - professionaldevelopment AU - Shkedi, Asher AU - Laron, Dina PY - 2004/10// UR - http://dx.doi.org/10.1016/j.tate.2004.07.006 ER -