The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher

Autor/in	Cuenca, Alexander
Titel	The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher
Quelle	In: Teacher Education Quarterly, 38 (2011) 2, S.117-130 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Cooperating Teachers; Student Teaching; Student Teachers; Experiential Learning; Teaching (Occupation); Access to Information; Teacher Role; Communities of Practice; Theory Practice Relationship; Sociocultural Patterns; Qualitative Research; Apprenticeships; Teacher Characteristics; Social Structure; Teaching Experience; Elementary Education; Grade 4 + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Experiental learning; Erfahrungsorientiertes Lernen; Teaching; Lehrberuf; Lehrerrolle; Community; Theorie-Praxis-Beziehung; Soziokulturelle Theorie; Qualitative Forschung; Apprenticeship; Lehre; Sozialstruktur; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence cooperating teachers have on student teachers' beliefs about the teaching profession, professional norms, or what student teachers decide to teach, the focus of many of these studies equate mentorship with the direct transmission of teacher knowledge to student teachers. Often missing in the student teaching literature is the crucial role of the cooperating teacher in sanctioning the entrance of the student teacher into the community of teaching and providing access to the settings that contain the tools, artifacts, and message systems student teachers need to learn to teach from the activity of student teaching. Seeking to address this gap in the research literature, this study explores the following research question: how is access to the practice of teaching granted by cooperating teachers during the student teaching experience? In particular, the author examines how two student teachers saw their cooperating teachers conferring legitimacy on them during student teaching. Drawing on the work of Lave and Wenger (1991), who suggest that the social structure of any community of practice, such as teaching, defines the possibilities for learning, this study attempts to identify dimensions of legitimacy and access that can provide favorable conditions for learning during the student teaching experience. By providing a sociocultural perspective on the work of learning to teach during student teaching, this study builds on work that frames the role of the cooperating teacher as a socializing agent, and contributes another perspective on the social structures that constitute an effective student teaching experience. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10