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Seeing Through Teachers' Eyes: Professional Ideals and Classroom Practices

reviewed by Stefinee Pinnegar - June 05, 2006

coverTitle: Seeing Through Teachers' Eyes: Professional Ideals and Classroom Practices
Author(s): Karen Hammerness
Publisher: Teachers College Press, New York
ISBN: 0807746835, Pages: 105, Year: 2006
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 “Few would argue that the beliefs teachers hold influence their perceptions and judgments, which, in turn, affect their behavior in the classroom, or that understanding the belief structures of teachers and teacher candidates is essential to improving their professional preparation and teaching practices (Pajares, 1992, p. 307). “As we listened to each other’s stories and told our own, we learned to make sense of our teaching practices as expressions of our personal practical knowledge (Clandinin, 1986; Connelly & Clandinin, 1988), the experiential knowledge that was embodied in us as persons and was enacted in our classroom practices and in our lives. (Clandinin, 1993, p. 1) “Who you are as a person—the kinds of experiences you had inside and outside of school, values, beliefs, and aspirations—has a profound influence on what you will or will not learn in teacher education, but perhaps even more importantly, it shapes what you will be as a... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: June 05, 2006
https://www.tcrecord.org ID Number: 12525, Date Accessed: 2/28/2020 6:28:38 AM

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About the Author
  • Stefinee Pinnegar
    Brigham Young University
    E-mail Author
    STEFINEE PINNEGAR is a teacher educator at Brigham Young University. Her recent works include a chapter on identity development and moral authority in teacher education in a edited book by G. F. Hoban, a chapter on thematics in the history of narrative inquiry in the forthcoming handbook on narrative research, an article in the self-study journal, Studying Teacher Education and extensive work with a series of technologically sophisticated courses educating teachers to work with second language learners. Her research interests focus on teacher education and methodlogies of self-study primarialy narrative.
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