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ERIC Number: ED309153
Record Type: RIE
Publication Date: 1989-Mar-3
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Complexities of Teacher Education in a Professional Development School: A Study through In-Depth Interviews.
O'Donnell, James; And Others
This paper shares preliminary research findings about the experience of student teachers and mentors working together in a clinical site. The major characteristics of a clinical teaching site are: (1) high school teachers acting as a cohort have an expanded role as teacher educators in their work with student teachers; (2) student teachers also operate as a cohort group; and (3) university faculty work on site with high school faculty and student teachers. The research methodology employed is a model of in-depth phenominological interviewing which operates on the assumption that one makes meaning of his or her experience after reflecting on the constitutive details of that experience. Three 90-minute, in-depth interviews, spaced approximately one week apart, are conducted with each participant. The initial findings indicate that the student teaching cohort and the support of the mentors and university staff do help to ameliorate some of the inherent frustrations associated with student teaching. For the mentors, participation in the clinical site is proving to be a valuable mechanism for providing intellectual and professional renewal. (Author)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: East Longmeadow School District, MA.; Massachusetts Univ., Amherst. School of Education.
Note: Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education (Anaheim, CA, March 2-5, 1989).