ERIC Number: EJ1022409
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: N/A
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
Cuenca, Alexander
Teaching Education, v25 n1 p24-42 2014
Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an "ex post facto" relationship with teaching social studies. The author then explores how an inquiry-based seminar mitigated these initial impressions by (1) suspending the authority of accountability; (2) creating contact through collaborative inquiry; and (3) refracting practice.
Descriptors: Accountability, Student Teaching, Inquiry, Seminars, Student Teachers, Teacher Education, Social Studies, Standards, Educational Change, Student Teacher Attitudes, High Stakes Tests, Educational Practices, Philosophy, Case Studies, Secondary School Teachers, Observation, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A