TY - JOUR
T1 - Situated in School Scripts: Contextual Early Childhood Teaching
AU - Blank, Jolyn
PY - 2009/2/1
Y1 - 2009/2/1
N2 - 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.
AB - 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.
KW - Early childhood teaching
KW - School contexts
KW - Teacher education
UR - https://digitalcommons.usf.edu/tal_facpub/93
UR - https://doi.org/10.1016/j.tate.2008.11.007
U2 - 10.1016/j.tate.2008.11.007
DO - 10.1016/j.tate.2008.11.007
M3 - Article
VL - 25
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -