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ERIC Number: ED377155
Record Type: Non-Journal
Publication Date: 1994-Jul
Pages: 26
Abstractor: N/A
Reference Count: N/A
Negotiating the Practice of Teaching.
Mitchell, Jane
This paper presents two case studies that analyze how associate teachers and high school student teachers participate in post-lesson annual meetings evaluating what the student teacher does in the classroom. Semantic scripts are used to get to the heart of the meaning of "evaluate," and evaluation as a cultural activity is emphasized. The following issues are highlighted in each case study: use of "I,""you," and "we"; relationship between knower and knowee; extent to which the evaluative criteria were negotiated; amount of talking by each person; and congruence between the post-lesson annual meeting and the follow-up interview. One of the cases is based on the associate teacher adopting a "you learn from me" approach, where evaluation criteria were not negotiated, roles of participants were hierarchical, and dominant values expressed were those of the teacher. The other is based much more on a "let's find out together" model, in which criteria were negotiated, roles were collaborative, and what the participants value in their teaching was based on joint understanding between student and teacher. The paper concludes that when the meaning of "evaluate" is based on shared understanding and interaction between participants is relational, there is potential to reflect on practice and enhance learning. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia