Situated in School Scripts: Contextual Early Childhood Teaching
Document Type
Article
Publication Date
2-2009
Keywords
Early childhood teaching, School contexts, Teacher education
Digital Object Identifier (DOI)
https://doi.org/10.1016/j.tate.2008.11.007
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.
Citation / Publisher Attribution
Teaching and Teacher Education, v. 25, issue 2, p. 251-258
Scholar Commons Citation
Blank, Jolyn, "Situated in School Scripts: Contextual Early Childhood Teaching" (2009). Teaching and Learning Faculty Publications. 93.
https://digitalcommons.usf.edu/tal_facpub/93
