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ERIC Number: EJ934090
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0883-0355
Productive Friction: How Conflict in Student Teaching Creates Opportunities for Learning at the Boundary
Ward, Christopher J.; Nolen, Susan B.; Horn, Ilana S.
International Journal of Educational Research, v50 n1 p14-20 2011
Student teaching is contested ground for teacher candidates' learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates' learning. We use the idea of "productive friction"--dissonance experienced by teacher candidates when two or more social worlds conflict that leads to more sophisticated practise--to consider student teaching as a potential boundary space that benefits from diverse perspectives. Drawing on ethnographic data, we contrast the cases of four candidates' productive and unproductive friction during student teaching. Furthermore, we discuss the qualities of student teaching that can promote productive friction for learning. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A