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|Title:||Times to stumble, times to learn: Problematic situations in early childhood student teaching|
|Doctoral Committee Chair(s):||Kantz, Lilian|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood
Education, Teacher Training
|Abstract:||The purpose of this interpretive study is to examine the problematic situations a prospective early childhood teacher, Carolyn, perceives during student teaching and how she experiences those problematic situations. Three questions are raised: (a) What are the problematic situations that the preservice teacher encounters during student teaching? (b) How are these situations experienced and dealt with? (c) What does going through these situations mean to the prospective teacher?
The following findings emerged from this inquiry. First, four groups of problematic situations seemed to be most salient in Carolyn's student teaching experience. They include (a) walking the middle line, (b) relational and role definition issues, (c) lack of experience, knowledge, skills, and resources, and (d) pupil concerns. The perception of these problematic situations manifests the interplay of Carolyn's personal characteristics and the classroom contextual elements.
Second, the experience of problematic situations during student teaching seemed to be inevitable, though the consequences of such negativity are not necessarily negative. Carolyn's case witnessed growth in both consolidation of teaching perspectives and establishment of more tactful teaching practices after undergoing these problematic situations with appropriate supervision and guidance.
Third, Carolyn's perception of the problematic situations reveals different functions and impact of the extent of compatibility between Carolyn's original perspectives and the cooperating teachers' perspectives. The incompatibility between her first teacher's perspective and her own belief of good teaching led Carolyn to reflect on a more theoretical aspect of teaching, while the similarity of her second teacher's perspective and her own exposed Carolyn to her own limitations in enacting the good teaching she would like to emulate.
Fourth, based on Carolyn's experience, some essence of the experience of being a prospective teacher was identified. They include (a) the understanding of self as a learner and a teacher, (b) the search for ownership and the teaching style that fits best, and (c) linking one's own espoused perspective and practice. Some pedagogical implications are drawn based on these findings.
|Rights Information:||Copyright 1994 Lin, Li-Ching|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9512464|