ERIC Number: ED455210
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Learning To Teach: The Lived Experience of Being an Intern in a Professional Development School.
Gimbert, Belinda G.
This study explored the experiences of six preservice teachers who participated as interns in a Professional Development School (PDS), examining how they understood and made sense of their experience of learning teach in a PDS context. Researchers used a phenomenological case study with narrative inquiry, collecting data from interviews, field notes, documents, journals, and Web-based portfolios over 12 months. Analysis of the data indicated that interns portrayed learning to teach as two distinct yet connected processes: (1) learning about teaching and learning how to teach and (2) learning about how to be a teacher. Within these two processes, there were three main themes: unlocking practitioners' knowledge and skills, thinking and doing, and understanding how children think and learn. As respondents learned about how to be a teacher, six themes emerged: shaping a transitory teacher identity, negotiating the college student role and PDS intern role in the school-university partnership, building teacher expectations, establishing community relationships, fostering home and school relationships, and exploring ownership of the curriculum. (Contains 75 references.) (SM)
Descriptors: College School Cooperation, Elementary Secondary Education, Field Experience Programs, Higher Education, Internship Programs, Learning Strategies, Preservice Teacher Education, Professional Development Schools, Student Development, Teacher Role, Teacher Student Relationship, Teaching Skills
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A