Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
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学生教学是为了专业实践的专业视角？
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Jamy Stillman
中科院分区：
文献类型：
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作者：
Lauren Anderson;Jamy Stillman
本文介绍了对一年级小学教师进行的定性研究的结果，该研究评估了他们的职前学生教学经验相对于他们在职现实的优势和劣势。具体来说，该研究探索了学生教学实习的学习机会，并分析了实习为参与者提供公平机会的程度，以建立专业实践的专门观点，这种机会可以支持他们在城市、高需求的学校中实施研究表明的那种实践，这对于历史上服务不足的学生的学业成功至关重要。研究结果强调了在严格监管、问责驱动的政策面前为职前教师提供“什么是可能”的例子的重要性。最后，作者就学生教学的重组和职前教师学习的战略调解向教师教育工作者提出了建议，以确保所有职前教师在现场实习中并通过其实习获得公平的学习机会。
This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional practice—one that can support them to enact in urban, high-needs schools the kind of practices that research suggests are crucial to the academic success of historically underserved students. Findings highlight the importance of providing preservice teachers with examples of “what’s possible” in the face of tightly regulated, accountability-driven policies. The authors conclude with suggestions for teacher educators concerning the reorganization of student teaching and the strategic mediation of preservice teachers’ learning to ensure that all preservice teachers receive equitable opportunities to learn in and through their placements in the field.