Correspondence in cooperating teachers' and student teachers' interpretations of classroom events |
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| Institution: | 1. Virginia Institute for Psychiatric and Behavioral Genetics, Virginia Commonwealth, University School of Medicine, VA, USA;2. Queen''s University, Belfast, Ireland;3. Center for Public Health, Belfast, Ireland;4. Washington Veterans Affairs Healthcare System, Washington D.C. USA;5. Georgetown University School of Medicine, Washington D.C. USA |
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| Abstract: | Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same “visible” students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach. |
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