What Happens in Student Teaching, Stays in Student Teaching: Variability of Practice in Similar Residency Settings

Autor/inn/en	Eberhard, Brian; Reeves, Melanie
Titel	What Happens in Student Teaching, Stays in Student Teaching: Variability of Practice in Similar Residency Settings
Quelle	In: Educational Research: Theory and Practice, 31 (2020) 3, S.1-17 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Student Teaching; Student Teachers; Teacher Education Programs; Student Teacher Evaluation; Scores; Teaching Styles; Teacher Effectiveness; Teacher Student Relationship; Cooperating Teachers; Student Centered Learning; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrstil; Unterrichtsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Kompetenz
Abstract	In this study, we closely followed two teacher candidates (Scott and Dan) and their mentors through their student-teaching residencies using the following two questions to guide our investigation: (1) what did teaching look like in Scott's and Dan's classrooms? and (2) how did key student-teaching residency structures and forces enable and constrain Scott's and Dan's teaching practices? Using cultural historical activity theory (CHAT) as a theoretical lens, we found that although both candidates were given marks of proficient to excellent on the formal student-teaching assessments, the social and cultural complexities in their contexts held significant supports for professional growth for one candidate and hinderances for the other. This holds implications for teacher preparation programs with regard to program and candidate evaluation. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01