Download full text
Download full text
ERIC Number: EJ1090769
Record Type: Journal
Publication Date: 2014
Revisiting and Revising the Apprenticeship of Observation
Smagorinsky, Peter; Barnes, Meghan E.
Teacher Education Quarterly, v41 n4 p29-52 Fall 2014
In this article, the authors present (Lortie's, D. C. (1975) construct of the apprenticeship of observation--what people learn about teaching from having been students in school--as fundamentally conservative. Students, see teachers "front stage and center like an audience viewing a play," thus learning about teaching in a manner that is "intuitive and imitative"--learned implicitly through osmosis--rather than through "explicit and analytical" instruction in teaching methods that are presumably different from those learned through uncritical observation. In contrast to describing their teachers as exclusively authoritarian, the teachers in this study named a variety of teaching models from both the conservative and progressive pedagogical traditions, reflecting on and critiquing teachers from their past and projecting visions of their own teaching according to largely constructivist principles. The authors used in-depth interviews with volunteer participants from two secondary English Education programs and one elementary education program with the focus on Language Arts instruction and described their approach to studying these teachers' apprenticeships of observation.
Descriptors: Apprenticeships, Observational Learning, Teaching (Occupation), Reflective Teaching, Constructivism (Learning), Teacher Attitudes, Interviews, Secondary School Teachers, Elementary School Teachers, Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Teacher Characteristics, Aspiration, Teaching Styles, Data Analysis, Data Collection
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: email@example.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A