Complex Interactions in Student Teaching: Lost Opportunities for Learning

Autor/inn/en	Valencia, Sheila W.; Martin, Susan D.; Place, Nancy A.; Grossman, Pam
Titel	Complex Interactions in Student Teaching: Lost Opportunities for Learning
Quelle	In: Journal of Teacher Education, 60 (2009) 3, S.304-322 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109336543
Schlagwörter	Feedback (Response); Student Teaching; Student Teachers; Methods Courses; Holistic Approach; Teaching Methods; Teacher Education; Mentors; Faculty Development; Language Arts; Teacher Educators; Interaction; Longitudinal Studies; Preservice Teachers; Beginning Teachers + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Methodisch-didaktische Anleitung; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Sprachkultur; Teacher education; Education; Interaktion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Junior teacher; Junglehrer
Abstract	Student teaching is a cornerstone of teacher preparation, yet it remains one of the most difficult experiences to understand. Calls for an ecological approach to research on student teaching prompted this study in which the experience is examined from the perspective of the three key triad members. Using activity theory, this study explores how their interactions in specific contexts shaped opportunities for student teachers to learn to teach language arts. The findings reveal that all members of the triad were simultaneously operating in multiple settings and facing competing demands that shaped their actions and stances. Consequently, there were numerous instances of lost opportunities for student teachers to learn to teach, including sparse feedback on teaching subject matter and few links to methods courses, plus limited opportunities to develop identities as teachers. The structures that frame student teaching and its participants have deep roots in the cultures of universities and schools that must be considered if student teaching is to maximize its potential. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10