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003			ZW-GwMSU
005			20241002073801.0
008			241002b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aValencia, Sheila W. _eauthor
245	1	0	_aComplex interactions in student teaching : _blost opportunities for learning/ _ccreated by Sheila W. Valencia, Susan D. Martin, Nancy A. Place and Pam Grossman
264	1		_aThousand Oaks : _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 3
520	3		_aStudent 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.
650			_aTeacher education _vMentoring _xTeacher development
700	1		_aMartin, Susan D. _eco author
700	1		_aPlace, Nancy A. _eco author
700	1		_aGrossman, Pam _eco author
856			_uhttps://doi.org/10.1177/0022487109336543
942			_2lcc _cJA
999			_c167475 _d167475