ERIC Number: ED335306
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Undergraduate and Graduate Student Teachers' Developing Understandings of Teaching and Learning: Report of a One-Year Journal Study and Follow-Up Interviews.
This study of student teachers' beliefs was conducted to track changes in their beliefs about teaching and examine the role of academic and practical experiences in modifying these beliefs. The primary focus of this paper is the evolution of methodology, with extracts from three case studies presented to illustrate the direction the research is taking. The research design includes both journal keeping by the students and narrative interviews on conceptions of epistemology, agency, and pedagogy. (A pilot draft of the interview protocal is included: it contains 34 questions asked of all students, a space for questions on specific themes that emerge from students' journals, and 2 questions on final thoughts.) Preliminary conclusions suggest that teacher beliefs do not exist as uniform ideological entities. Student teachers struggle with: their own histories and autobiographies; the ideal conception of pedagogy presented in their courses; adaptation or resistance to the powerful socialization pressures intrinsic to relationships with cooperating teachers; transformation in an education system locked into reproducing itself; and reconstruction of their own autobiographical and professional identities under all of these competing pressures and expectations. The conclusion is that no generic student teacher exists. (LL)
Publication Type: Reports - General; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Hofstra University NY; Research in Progress
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).