Teachers As Enthographers

In the Education Studies Department at Guilford College, our teacher/learners:

Recognize that teachers must assume the role of ethnographers within the classroom or school, acknowledging that finding the "right" way to teach must be based on careful observation, inquiry, and analysis (Teachers As Ethnographers).

The Education Studies Program expects teacher/learners to "learn from the people" they are teaching (Spradley, 1979) by becoming skilled at studying their students within the context of the culture in which they live and the environment in which they learn. Completing fieldwork and papers in the early courses allow preservice teachers to: develop questions about K-12 learners, teachers, and schools; observe and record what they see and hear; and analyze the data they collect. By becoming participant observers, preservice teachers procure information that allows them to choose which processes best promote learning among their students. They come to see the necessity for objectivity in using data to develop theories of what their students need, since preconceptions can interfere with teachers' ability to reach their students on an academic and personal level. In struggling with their own assumptions and biases as they interpret the information they collect, teacher/learners grow to understand more about themselves, and keep a mindful eye toward instituting appropriate practices in their classrooms.

1. Discovery

2. Guided Exploration

3. Independent Application

Teacher/learners acknowledge the value of observation as a tool for understanding the needs of students. They take notes on observable behaviors and record a variety of activities in classrooms. They comprehend what it means to be a participant observer and begin to reflect upon how their assumptions and biases can influence their questions and analyses.

Teacher/learners resist predetermined categorizing as they record their observations. They reflect upon what they learn from their field notes, distinguishing between observation and analysis. They articulate, clarify, and/or revise questions based upon their observations and devise plans for subsequent analysis. When provided with resources relevant to their explorations, they draw conclusions that can contribute to planning instruction.

Teacher/learners use multiple sources to inform their analysis including, but not limited to: observation, personal knowledge, educational research, and theory. They create and adapt lesson plans based on observation and inquiry. They can provide evidence for their choices in planning and differentiating instruction. In addition, they make use of observation to pose ever more complex questions and to deepen their personal understanding of classroom culture.