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ERIC Number: EJ1022409
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1047-6210
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
Cuenca, Alexander
Teaching Education, v25 n1 p24-42 2014
Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an "ex post facto" relationship with teaching social studies. The author then explores how an inquiry-based seminar mitigated these initial impressions by (1) suspending the authority of accountability; (2) creating contact through collaborative inquiry; and (3) refracting practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A