Student Teaching in the Contact Zone: Learning to Teach Amid Multiple Interests in a Vocational English Class

Autor/inn/en	Smagorinsky, Peter; Jakubiak, Cori; Moore, Cynthia
Titel	Student Teaching in the Contact Zone: Learning to Teach Amid Multiple Interests in a Vocational English Class
Quelle	In: Journal of Teacher Education, 59 (2008) 5, S.442-454 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108324329
Schlagwörter	Student Teaching; English Curriculum; Teacher Effectiveness; Teaching Methods; English Teachers; Beginning Teachers; Vocational Education; English Instruction; Case Studies; Secondary School Teachers; High Schools; Decision Making; Student Attitudes + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Ausbildung; Berufsbildung; English langauage lessons; Case study; Fallstudie; Case Study; High school; Oberschule; Decision-making; Entscheidungsfindung; Schülerverhalten
Abstract	This case study investigates the decision making of Joni, a high school English teacher, during her student teaching in an Applied Communications II teaching assignment, comprised of students in the lowest tier of a four-track senior English curriculum. This course served as a "contact zone" for a set of competing interests: Joni's stated beliefs about effective teaching based on her experiences as a student, the Applied Communications curriculum, the student-centered pedagogy advocated by her university professors and supervisor, and the students' beliefs about the Applied Communications curriculum. The analysis finds that Joni's student teaching was complicated by the different values of the various stakeholders who converged in her classroom, producing disagreement about the motive of the activity setting of her student teaching. The study concludes with a consideration of both the purpose of vocational English classes and the preparation that novice teachers receive to teach them. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10