Student Teachers Negotiating Identity, Role, and Agency

Autor/in	Sexton, Dena M.
Titel	Student Teachers Negotiating Identity, Role, and Agency
Quelle	In: Teacher Education Quarterly, 35 (2008) 3, S.73-88 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Student Teachers; Holistic Approach; Learning Processes; Cooperating Teachers; Teacher Educators; Elementary Education; Educational Environment; Self Concept; Teacher Role; Concept Formation; Individual Development; Role of Education; Teaching (Occupation); Interviews; Interpersonal Relationship; Knowledge Base for Teaching; California + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Holistischer Ansatz; Learning process; Lernprozess; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerbildung; Elementarunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; Lehrerrolle; Concept learning; Begriffsbildung; Individuelle Entwicklung; Bildungsauftrag; Teaching; Lehrberuf; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kalifornien
Abstract	Learning how to teach depends on the dynamic inter-relationships among many parts and people; however, research on learning how to teach has typically focused on confined aspects of teacher education (e.g., a specific methods course) over short periods of time (such as one semester). In response, Wideen, Mayer-Smith, and Moon (1998), in their review of the literature on teacher education, called for an ecological approach to studying the learning-to-teach phenomena. They argued that, "only when all players and landscapes that comprise the learning-to-teach environment are considered in concert will everyone gain a full appreciation for the inseparable web of relationships that constitutes the learning-to-teach ecosystem." To investigate the "learning-to-teach ecosystem", researchers (individually and jointly) should therefore attend to the wide range of those involved--supervisors, university faculty, cooperating teachers, students, and families--as well the landscapes of individual student teachers who bring their own social and cultural positionings, lived biographies, and understandings of teachers' work to the study of teaching. This article reports on a qualitative study of one cohort of elementary student teachers in a public university in California over the course of one year. Applying an ecological approach to studying the process of learning to teach, this research focuses on intersections among identity, role, and agency across the systems of teacher education. (Contains 1 graphic and 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10