Must We Take Student Teaching for Better or Worse? What Student Teachers Learn from Their Internships in Urban Schools

Autor/in	Kuriloff, Peshe C.
Titel	Must We Take Student Teaching for Better or Worse? What Student Teachers Learn from Their Internships in Urban Schools
Quelle	In: Teacher Education and Practice, 26 (2013) 3, S.393-414 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Internship Programs; Student Teaching; Student Teachers; Urban Schools; Mentors; Supervisor Supervisee Relationship; Standardized Tests; Educational Resources; Well Being; Organizational Climate; Professional Identity; Work Ethic; Performance Factors; College School Cooperation; Student Journals; Electronic Publishing; Content Analysis; Learning Experience; Teaching Methods; Training Methods + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standadised tests; Standardisierter Test; Bildungsmittel; Well-being; Wellness; Wohlbefinden; Organisationsklima; Arbeitsethos; Leistungsindikator; Studentenzeitung; Elektronisches Publizieren; Inhaltsanalyse; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme
Abstract	This article uses the blog entries of student teachers to examine what they learn during their internships. Data reveal how novice teachers, for better or worse, are socialized to conform to the status quo, thereby calling the current model for student teaching into question. The article argues that a better model for student teaching would include stronger, more mutually beneficial relationships between schools and universities and strategic use of the infrastructure surrounding student teaching to support school change. Instead of learning to maintain the status quo, student teachers could work with their cooperating teachers and supervisors to support collaborative efforts to improve school practice, which could have a positive impact on urban schools and teacher preparation programs. While the article focuses on practice in urban schools, the data support conclusions about the role of student teaching in effective teacher preparation in any environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10