TY - JOUR
T1 - Meaning and Metaphor
T2 - Case Knowledge in Teaching
AU - Carter, Kathy
N1 - Funding Information:
In 1985, the University of Arizona received funding from the United States Department of Education to improve the student teaching component of its preservice preparation by focusing on the cooperating teacher. A program of study was designed to afford cooperating teachers opportunities to reflect on teaching and what it means to teach and to allow these teachers occasions to practice communicating their craft knowledge to novices. The study of cases of teaching was to be a major means by which teacherswould be asked to analyze teaching events and to attempt to "unpack" (Pin-negar, 1988) their understandings of those events to novice teachers.
Funding Information:
1. This andtheother quotations in the article from student teachers and cooperating teachers are taken from data collected as part of the University of Arizona Cooperating Teacher Project, a project funded in part through the Office for Educational Research and Improvement (OERI), U.S. Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of OERI and no official endorsement by this office should be inferred. 2. During each semester, students are given the option to accomplish a literature review on a selected topic in teaching or teacher education as an alternative to developing a case study. 3. The data analyzed included 45 cooperating teachers' responses to questionnaires, interviews with 17 cooperating teachers, and commentaries from 15 student teachers.
PY - 1990/3/1
Y1 - 1990/3/1
UR - http://www.scopus.com/inward/record.url?scp=84949162293&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84949162293&partnerID=8YFLogxK
U2 - 10.1080/00405849009543440
DO - 10.1080/00405849009543440
M3 - Article
AN - SCOPUS:84949162293
SN - 0040-5841
VL - 29
SP - 109
EP - 115
JO - Theory Into Practice
JF - Theory Into Practice
IS - 2
ER -