Observation in Learning to Teach: Forms of "Seeing"

Autor/inn/en	Orland-Barak, Lily; Leshem, Shosh
Titel	Observation in Learning to Teach: Forms of "Seeing"
Quelle	In: Teacher Education Quarterly, 36 (2009) 3, S.21-37 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Foreign Countries; Student Teaching; Student Teachers; Observation; Teacher Educators; Student Teacher Attitudes; Israel + Suchen Sie Ihr Suchwort? Ausland; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Beobachtung; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	The learning value attributed to perceptual and conceptual modes of "seeing" in context, underscore their significance as integral to the practice teaching experience. Programmatically, it challenges teacher educators to design observation approaches and activities that allow for associating perceptual experiences with conceptual understandings. From a research perspective, it invites people to inquire into the nature of student teacher learning as prompted by such observation tasks and activities--the focus of the present study. The participants in the study were 30 junior student teachers, all of which were in their second year of a teacher training bachelor's program. This inquiry focused on the meanings that student teachers attribute to the experience of observation in practice teaching and on how these meanings can be interpreted as learning experiences. Drawing on inductive, recursive cycles of close interpretative readings, this study examined novices' sense-making of their experience of observation, as exhibited in their entries. The different forms of "seeing as," "seeing in," and "seeing that" identified in this study suggest the need to help students to make connections between the different forms of seeing, in an effort to conceptualize experience at higher levels of "seeing that." Specifically, the authors propose thinking of questions that challenge the articulation of insights about the uniqueness of a particular observed context (seeing in) alongside similarities and differences across contexts (seeing as); in an effort to encourage student teachers to conceptualize these articulated insights as "cases of" or "seeing that." Providing students with questions that raise their awareness of the learning value of dissonant experiences, might help them to distinguish the learning potential intrinsic in the multidimensional, simultaneous, immediate and unpredictable teaching reality of the classroom situations they observe, which they often fail to see as meaningful experiences (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10