Learning "Rules" of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach

Autor/inn/en	Chalies, Sebastien; Escalie, Guillaume; Stefano, Bertone; Clarke, Anthony
Titel	Learning "Rules" of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach
Quelle	In: Canadian Journal of Education, 35 (2012) 2, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Student Teachers; Professional Development; Preservice Teacher Education; Cooperating Teachers; Student Teacher Supervisors; Communities of Practice; Educational Cooperation; Teaching Methods; Learning Theories; Physical Education; Longitudinal Studies; Case Studies; Foreign Countries; France + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Community; Education; cooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Körpererziehung; Sportunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Ausland; Frankreich
Abstract	This case study sought to determine the professional development circumstances in which a preservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates of a general theory of learning (Berducci, 2004; Nelson, 2008) and collective action (Wittgenstein, 1996), this study showed that teaching rules of practice is (i) effective when it makes use of contexts and exemplars anchored in the preservice teacher's experience and, (ii) before the preservice teacher is able to follow the rules in the classroom, he needs to be monitored by the cooperating teacher and university supervisor within a community of practice. These share with the preservice teacher the cognitive background and associated intentions that they bring to the setting and that he does not (yet) have and that he will construct through discourse and actual teaching. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10