Literaturnachweis - Detailanzeige
| Autor/in | MacNay, Margaret |
|---|---|
| Titel | Power and authority in teacher education. |
| Quelle | In: The educational forum, 68 (2003) 1, S. 72-81Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 30 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-1725 |
| Schlagwörter | Empirische Untersuchung; Autorität; Beziehung; Konflikt; Lehramtsstudent; Lehrerausbildung; Schulpraktikum; Macht; Mentor; USA |
| Abstract | The student teaching practicum... often is described by student teachers as "the most worthwile part of [their] program", and [the time when they] "really learned to teach." A persistent minority of student teachers, however, reports serious dissatisfaction with the practicum, sometimes recounting stories of unreasonable demands, insufficient guidance, dashed hopes, and use and abuse by cooperative teachers. In particular, some students tell of "problems with power and authority" between themselves and their cooperating teachers, and of deep conflict with the very people from whom they believed they could expect support and assistance. ... Given the widely acknowledged significance of cooperating teachers to the student teaching experience, and the centrality of concepts of power and authority to social analysis, [the author] offers an exploration of power and authority relationships in the practicum, focusing primarily on the views and experiences of those who hold the power in this setting - the cooperating teachers - and on the views of a selection of student teachers. Extending earlier studies that described, but did not theorize, these relationships, [ the author] offers [the] notion of the "anthropogogical relationship" and [the] notion of the "deliberate relationship" as useful in defining and understanding relationships between student and cooperating teachers. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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