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Browsing by Subject "Student teaching"

Now showing 1 - 3 of 3
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    Cooperating teachers' lived expectations in student teaching; a critical phenomenologicale exploration of identity infusing arts-based research
    (2014-09) Weiss, Tamara Rae
    Through an examination of the identity of the cooperating teacher, this study interrogates the relationships that exist between the pedagogical and the practical in pre-service teacher education, specifically within the phenomenon of student teaching. An investigation of the lifeworld of the cooperating teacher, exclusively through her use of language, reveals the experience of living one's expectations for another (the student teacher). Through a close examination of the identity of the cooperating teacher as mentor, a complex and dynamic relationship between two people is revealed, comprised of a myriad of power implications. To understand what it means to be a cooperating teacher is to understand the meaning structures that have come to restrict, challenge, or question the nature of mentoring and, consequently, student teaching. This study takes investigative and analytical methodologies towards a more nuanced approach to performing research, specifically through Mark Vagle's post-intentional phenomenology, Gunther Kress's multimodal discourse analysis, Norman Fairclough's critical discourse analysis, and critical arts-based research in the style of Postcolonial activist artist, Jean Michel Basquiat. The result becomes multimodal critical discourse analysis- visual critical paintings that: 1) Challenge the dominant notion of research as that of written or spoken language and 2) Interrogate the power positions revealed in and through the language of the cooperating teacher participants.
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    Learning to teach as situated learning: an examination of student teachers as legitimate peripheral participants in cooperating teachers' classrooms
    (2014-08) McDonald, Eric J.
    Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role it plays in helping to facilitate this process.
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    A post-intentional phenomenological case study of pedagogical awareness of technology integration into secondary science teaching.
    (2012-07) Benson, Thor Kristoffer
    Pre-service teachers continue to matriculate through content and methods courses without sufficient attention to how these disciplines merge in the practice of teaching with technology. Consequently, a disconnect exists between learning what to teach and the act of teaching with technology. In order to develop this proficiency, Niess (2005) and others (Beck and Wynn, 1998; Becker, 2001; Duhaney, 2001; Flick and Bell, 2000) suggest investigating the pedagogical decisions that teachers make and how technology integration must inform those decisions. Using Vagle's (2010) post-intentional phenomenological approach, this study examined the practice of two pre-service science teachers and the tentative manifestations of their pedagogical awareness of technology integration in secondary science student teaching. This study investigated the what, how and why surrounding the pedagogical decisions with technology and how these pre-service teachers came to understand the impacts to their teaching. Additionally, this study examined the challenges that existed in identifying the participants' pedagogical awareness of technology integration into teaching. Utilizing Mishra & Koehler's (2006) framework of technological pedagogical content knowledge (TCPK), the participants provided insight into their perception of how their TPCK changed throughout student teaching through observed lessons, interviews and the reflexive phenomenological practice of bridling. Single-case and cross-case analysis indicated that the participants perceived a deeper understanding in their TPCK, greater student engagement through student-centered technology integration and greater comfort levels with technology integration in their teaching. This study also indicated existent challenges in how pre-service teachers decipher their own pedagogical awareness from that of their cooperating teachers. These results have implications for science teacher preparation, cooperating teachers and student teaching supervisors as these constituents conglomerate into more effective science teacher preparation. Situating pre-service teachers in the reflexive practice of bridling provides both time and space to investigate their pedagogical understandings that inform the practice of teaching.