Opening the black box of field experiences: How cooperating teachers' beliefs and practices shape student teachers' beliefs and practices |
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Authors: | Jeffrey J Rozelle Suzanne M Wilson |
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Institution: | 1. Department of Science Teaching, Syracuse University, 105 Heroy Lab, Syracuse, NY 13244, USA;2. Department of Teaching & Leadership, Syracuse University, 105 Heroy Lab, Syracuse, NY 13244, USA;3. Department of Teacher Education, Michigan State University, 318 Erickson Hall, East Lansing, MI, USA |
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Abstract: | This study employed ethnographic methods to describe and explain changes to beginning science teachers' (n = 6) practices and beliefs during a year long internship. Teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to re-enact lessons they witnessed their cooperating teachers teach, including following lesson structures and borrowing representations, anecdotes, and jokes. Later, they independently implemented instruction that emphasized similar strategies as their mentors, regardless of whether or not they were experiencing success. Interns who were successful also shifted their beliefs to match their mentors. |
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Keywords: | Student teaching Teacher learning Cooperating teachers Teacher socialization Teacher education Field experience Teacher beliefs |
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