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West Ashley Library
9 a.m. - 4 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 6 p.m.
Phone: (843) 805-6930
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 6 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 6 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
9 a.m. - 6 p.m.
Phone: (843) 883-3914
John's Island Library
9 a.m. - 6 p.m.
Phone: (843) 559-1945
McClellanville Library
Closed for renovations
Phone: (843) 887-3699
Edisto Library
9 a.m. - 3 p.m.
Phone: (843) 869-2355
Wando Mount Pleasant Library
9 a.m. - 6 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 6 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 6 p.m.
Phone: (843) 766-2546
Baxter-Patrick James Island
9 a.m. - 6 p.m.
Phone: (843) 795-6679
Bees Ferry West Ashley Library
9 a.m. - 6 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 744-2489
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9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Promoting preservice teacher efficacy through dialogic problem-posing seminars.
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- Author(s): Hill, Jim1 ; Bass, Erika Lynn2; Stewart, Trevor Thomas1
- Source:
English in Education. Nov2020, Vol. 54 Issue 4, p358-370. 13p. - Source:
- Additional Information
- Subject Terms:
- Abstract: This study addresses how problem-posing seminars provided room for preservice teachers (PSTs) to navigate the disconnect between theory and practice, facilitating reflection on their experiences, and fostering self-efficacy as novice English teachers. Viewing student teaching as identity construction, the authors applied the lens of Lensmire's "voice as project" to written reflections of problem-posing seminar participation, exploring perceptions of self-efficacy in teaching. Written reflections indexed themes present in the larger data set generated from problem-posing seminars: the transitional nature of the student teacher field experience, the emerging reliance on a dialogic pedagogy, and their burgeoning sense of agency in the classroom. The problem-posing framework can be an integral scaffold supporting English teachers' efforts to enact a dialogic pedagogy or other student-centered frameworks for teaching, establishing spaces where the mosaic of different facets of experience is valued and enables teacher and student alike to define their voices and determine their own trajectories. [ABSTRACT FROM AUTHOR]
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