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ERIC Number: ED455210
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 47
Abstractor: N/A
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)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A