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Praxis Shock: Making the Transition from a Student-Centered
University Program to the Corporate Climate of Schools

Peter Smagorinsky, N. Gibson, S. T. Bickmore, C. P. Moore, and L.S. Cook

ABSTRACT  

The focus of this article is on one early-career teacher and her effort to develop a conception of student-centered teaching and to practice it within school settings that suggested or imposed authoritarian conceptions of teaching and learning. In seeking to understand the teacher's experiences, the authors investigate the following question: How did the chief settings of her learning to teach -- her university program, her student teaching experience, and the site of her first job -- mediate her development of the concept of student-centered teaching?

* English Education, April 2004.

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