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By Tom Bird


In their long apprenticeship of observation as students, preservice teachers have acquired both a mass of information about schoolteaching and a subjective warrant to teach. In my introductory teacher education course, the students ' experiences appear as conceptions of school lessons which complicate their learning and my teaching. In the attempt to cope with the situation, I have assigned students to write "conversations " about school lessons shown on videotape. In those conversations, the students cultivate several distinct voices: themselves as inexperienced teachers, as experienced students, and as each of several authors of their reading. The writing assignments both organize and reveal interaction between students ' prior conceptions of teaching, the videotaped teaching that they analyze, and the arguments they encounter in their reading. In several ways that I will describe, the conversationa

Year: 2011
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