The expectations-reality dissonance in student teaching
A discourse analysis of one pre-service teacher’s perspective
Bibliographic Data
| ID | 22260692 |
|---|---|
| Authors | Jean Kaya (0000-0002-3382-3180, University of Calgary, corresponding author) |
| Year | 2023 |
| Volume | 2 |
| Issue | 1 |
| Pages | 29-50 |
| Publication date | 2023-06-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2748-9310 • E-ISSN: 2748-9329 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/eduling-2022-0020 |
| OpenAlex | W4327573678 |
| Language | EN |
| References cited | 40 |
Student teaching has been conceptualized as an experience that translates into ample teaching practice and meaningful teacher knowledge. Such a conceptualization misses issues that emerge from student teaching as social practice (i.e., the distinctive ways people engage in activities associated with a particular domain of knowledge in a specific social context). Using interview data from a larger qualitative study that investigated pre-service teachers’ learning experiences, I conducted a discourse analysis of Lany’s perspective on her student teaching experience. Unlike other student teachers, Lany perceived the social practices at her placement to be unjust, holding student teaching with contempt and wanting it shortened. Findings indicated an expectations-reality dissonance in student teaching and the reproduction of socially constructed school norms and unequal social relations between school personnel and Lany. These constrained Lany’s abilities to practice teaching and shaped her identities. The study sheds light on the need for teacher educators and other tangential agents to more actively advocate for those who are apprenticing teachers to ensure quality education
Cognitive dissonance · Conceptualization · Contempt · Mathematics education · Pedagogy · Qualitative research · Social practice · Sociology · Student teacher · Student teaching · Teacher education · Teaching method · Global Education and Multiculturalism · Literacy, Media, and Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
How to do Discourse Analysis
Cooperating Teacher Participation in Teacher Education
‘I need to be strong and competent’
Elements of a quality pre-service teacher mentor
Student Teaching’s Contribution to Preservice Teacher Development
Outline of a Theory of Practice
More or better student teaching
Borders to cross
Developing pre-service teachers' professional knowledge of teaching
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity
The cognitive habitus
Teacher Collaboration in Instructional Teams and Student Achievement
Language problem or language conflict? Narratives of immigrant women’s experiences in the US
Chapter 3
Evidentiality
Identity and interaction
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
Central Problems in Social Theory
Situated Learning
| Highly cited | No |
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