Part of the Assignment: Student-Teachers' Planning Instruction within/across Activity Systems

Autor/inn/en	Land, Charlotte L.; Rubin, Jessica Cira
Titel	Part of the Assignment: Student-Teachers' Planning Instruction within/across Activity Systems
Quelle	In: Teaching Education, 31 (2020) 3, S.279-297 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Land, Charlotte L.) ORCID (Rubin, Jessica Cira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1546689
Schlagwörter	Teacher Education Programs; Secondary Education; Lesson Plans; Planning; Student Teaching; Student Teachers; Urban Schools; Practicums; Language Arts; Student Responsibility; Cooperating Teachers; Teacher Responsibility + Suchen Sie Ihr Suchwort? Sekundarbereich; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Practicum; Praktikum; Praktika; Sprachkultur; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrverpflichtung
Abstract	Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student--teachers' lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01