Situated in School Scripts: Contextual Early Childhood Teaching

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Abstract

This article presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts, that is; ways of speaking about teaching and learning within particular school micro-cultures. The focal teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. This article describes the teachers' experiences of and responses to contradicting scripts. Findings suggest that teaching is contextualized in particular school micro-cultures and that school scripts present contradictions that have the potential to be both indoctrinating and transformative forces for teacher preparation and professional growth.

Original languageAmerican English
JournalTeaching and Teacher Education
Volume25
DOIs
StatePublished - Feb 1 2009

Keywords

  • Early childhood teaching
  • School contexts
  • Teacher education

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