ERIC Number: ED335354
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
The Track-System: Its Socializing Impact on Student Teachers.
The purpose of the study described in this paper was to explore the experience of student teachers working in a track-system and the meaning drawn from that experience. In order to gain access to this meaning, the method of in-depth, phenomenological interviewing was utilized. This research model is based on a format that one makes meaning of his or her experience after reflecting on the constitutive details of that experience. Three tape-recorded, 90-minute interviews spaced 3-7 days apart were conducted. The interviews focused on the participant's biography, the present experience of student teaching, and the meaning of the student teaching experience. The interviewees consisted of 31 student teachers, 15 male and 16 female, most of whom were in upper tracks in their own schooling. Excerpts from interviews are included, and findings suggest that student teachers react to the track-system in various ways. For some, tracking represents a logical grouping; some find the system to be an annoyance that has to be tolerated; and some are opposed and begin to work against the effects on students in the classrooms. Remarks in the conclusions section suggest that it is necessary for preservice teacher education students to understand their own history with tracking and that teacher educators need to find methods to lessen the impact of tracking on student teachers. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).