ERIC Number: ED443802
Record Type: Non-Journal
Publication Date: 2000-Apr-25
Reference Count: N/A
Preservice Teachers' Articulations of "Learning To Teach": Competing Perspectives on Teacher Education.
This study challenged the common phrase "learning to teach" by highlighting the articulations of preservice teachers regarding their understanding of the phrase. It described the ways that one group of preservice teachers defined learning to teach throughout one semester's work in a field-based secondary education course. Data collection involved two interviews with each student teacher, students' course-based journals, and informal discussions and other generated materials (e.g., course papers, e-mails, professional portfolios, and personal Web pages). The results could be separated into issues of content and methodology. Students had difficulty separating learning to teach from the concepts of teaching and teacher. They either negated learning to teach or viewed this process as equivalent to teaching and/or teacher. Most of their definitions were highly fragmented and better described their definition of teacher and teaching. Definitions were refined throughout the semester, but they did not address learning to teach as a distinct phenomenon. The descriptions did not include reference to themselves as agents in the process at all. (Contains 18 references.) (SM)
Descriptors: Higher Education, Learning Processes, Preservice Teacher Education, Secondary Education, Student Teacher Attitudes, Student Teachers
For full text: http://www.bsu.edu/teachers/grants/capacity mullen/AERA2000.pdf.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A