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ERIC Number: EJ1138220
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: EISSN-2331-186X
"It's Just Really Not Me": How Pre-Service English Teachers from a Traditional Teacher Education Program Experience Student-Teaching in Charter-School Networks
Salerno, April S.; Heny, Natasha A.
Cogent Education, v3 n1 Article 1142838 2016
Though teacher educators nationwide are considering ways to provide urban placements for pre-service teachers (PSTs), little research has examined how PSTs experience placements in schools operated by charter management organizations (CMOs). This study considers CMOs--which often hold particular instructional and classroom management philosophies--as a specific type of school-based learning environment. We draw from a Discourse analytic theoretical framework using qualitative methodology to study how three English education focal PSTs experience disconnections between student-teaching placements at CMO schools and their teacher education program. Findings suggest three ways teacher educators can support PSTs in navigating school-based learning. PSTs in this study experienced contexts and philosophies that varied greatly between their schools and teacher education program. Implications include: (1) PSTs must feel that others in their schools value their learning; (2) PSTs in cohorts must feel they belong to learning communities; and (3) PSTs need support in confronting paradoxes they face between theory and practice.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A