Midlands State University Library
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Complex interactions in student teaching : lost opportunities for learning/ created by Sheila W. Valencia, Susan D. Martin, Nancy A. Place and Pam Grossman

By: Contributor(s): Material type: TextTextSeries: Journal of teacher education ; Volume 60, number 3Thousand Oaks : Sage, 2009Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 00224871
Subject(s): LOC classification:
  • LB1738 JOU
Online resources: 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.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1738 JOU (Browse shelf(Opens below)) Vol. 60, no.2 (pages 304-322) Not for loan For in house use only

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.

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