ERIC Number: ED417147
Record Type: RIE
Publication Date: 1998
Developing Personal and Professional Identity: Teaming, Dialogue, and Inquiry in the Sophomore Professional Field Experience.
Palmer, Ruth J.; Sherman, Sharon J.; Rothstein, Michael; Lupo, Theresa R.
This paper examines a model of supervision/field experience proposed for teacher candidates in the sophomore professional experience of a teacher preparation program. The approach envisions the sophomore experience as a dialogic process in which students and teachers construct knowledge and nurture dispositions needed for development of personal and professional identities. The model of reflective supervision involves integration of research literature and of theory-in-practice; framing and reframing of the activity; reflection (journaling, dialogue, and inquiry); self-regulation; and construction of knowledge. The sophomore experience group included 24 teacher candidates who participated in weekly college-based instruction. Reflection, dialogue, inquiry, and use of collaborative teams were introduced into the course. The supervisory team included one university faculty member, an ethnographer, and the classroom teacher. Four teacher candidates (two dyads) who were placed in two kindergarten classrooms were the study participants. Participants completed the five steps of the model. Data sources included their semester's journals, classroom discussions, dialogues, communications, and debriefing sessions among teacher candidates, faculty, and cooperating teachers. Results found that teamwork benefited the faculty, teachers, teacher candidates, and pupils. (Contains 11 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A