Exploring intersubjectivity between student teachers and field instructors in student teaching conferences.

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Autor/Urheber	Elizabeth Gayle Soslau
Institution	Taylor & Francis Group
Titel	Exploring intersubjectivity between student teachers and field instructors in student teaching conferences.
Quelle	In: 2331-186X; doi:10.1080/2331186X.2015.1045219; Cogent Education, Vol 2, Iss 1 (2015)(2015) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2015.1045219
Schlagwörter	teacher education; student teaching; conferences; intersubjectivity; Education (General)
Abstract	Student teachers are learners of teaching and emerging collaborative practitioners preparing to join school-based professional learning communities. Using situative learning theory, this 16-week multiple-case study explored whether necessary conditions were satisfied within field instructor-led conferences towards the goal of helping student teachers learn how to develop roles as participatory contributors. Systematically shared meanings of conference discourse and similar perceptions of control regarding topic selection were explored as indicators of successful conferencing. Findings show that even though field instructors aimed to engage student teachers in mutually understood conversations and share control of topic selection; these objectives were not fully achieved. Conference participants' perceptions of discourse and control must be aligned if field instructors are to help student teachers improve instructional decision-making and develop contributor roles as members within communities of practice.
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