Intern Teachers Using Currere

2019 ◽  
Author(s):  
Leslie L. Palmer
Keyword(s):  
Intern Teachers

Mentor-Guided Lesson Study as a Tool to Support Learning in Field Experiences

2015 ◽  
Vol 4 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Kristen N. Bieda ◽  
Jillian Cavanna ◽  
Xueying Ji
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Student Thinking ◽  
Practicing Teachers ◽  
Knowledge And Skills ◽  
Knowledge For Teaching ◽  
Intern Teachers

Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.

scholarly journals Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 2-25
Author(s):  
Sharon L. Allan
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Subject Position ◽  
Interpretive Case Study ◽  
Intern Teachers ◽  
Bachelor Of Education

Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience.            Keywords: professional identity; borderland space; intern teachers; field experience; interpretive case study

Technology Experiences of Student Interns in a One to One Mobile Program

2018 ◽  
Vol 10 (2) ◽  
pp. 20-35
Author(s):  
Theresa A. Cullen ◽  
Tugra Karademir
Keyword(s):  
Teacher Beliefs ◽  
Sampling Method ◽  
Technology In The Classroom ◽  
Beliefs And Practices ◽  
Teacher Beliefs And Practices ◽  
Use Of Technology ◽  
Intern Teachers ◽  
One To One ◽  
Student Interns ◽  
Student Intern

This article describes how a group of student intern teachers (n = 51) in a one to one teacher education iPad program were asked to reflect using Experience Sampling Method (ESM) on their use of technology in the classroom during internship. Interns also completed summative reflections and class discussions. Data collected both in online and paper-based summative reflections were subjected to content analysis and triangulated with classroom discussions. The responses showed that interns tended toward teacher-focused uses of technology and were frustrated by their inability to use technology due to infrastructure or cooperating teacher beliefs and practices related to technology. Implications and plans for improved support is discussed.

scholarly journals “That’s Much Easier Said than Done”: The Realities of Social Justice Pedagogy in Schools

2018 ◽  
Vol 2 (3) ◽  
pp. 126 ◽  
Author(s):  
Brittany A. Aronson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Focus Group ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Intern Teachers ◽  
K 12 ◽  
The Impact ◽  
Critical Social

<p><em>Teaching for critical social justice is an attempt by classroom teachers to promote equity within their classrooms. Researchers have analyzed the impact of preservice teachers’ readiness to address social justice issues in their classrooms upon exiting their teacher education programs. However, despite reports of already practicing K-12 teachers’ attempts to teach for social justice in their classrooms, there is little connection to teacher education programs. This postcritical qualitative study addresses the research gap by highlighting the understandings and experiences of four intern teachers simultaneously enrolled in a teacher education program while participating in a critical social justice focus group. Findings from the critical social justice focus group revealed intern teachers’ understandings of critical social justice included: (1) embracing a critical awareness, (2) advocacy: “it’s about the students”, and (3) praxis defeat.</em></p>

Sign in / Sign up

Export Citation Format

Share Document