"Welcome to the Real World": Navigating the Gap between Best Teaching Practices and Current Reality

Autor/in	Perrow, Margaret
Titel	"Welcome to the Real World": Navigating the Gap between Best Teaching Practices and Current Reality
Quelle	In: Studying Teacher Education, 9 (2013) 3, S.284-297 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2013.833902
Schlagwörter	Teacher Education; Best Practices; Teaching Methods; Teacher Educators; Student Teachers; Teacher Attitudes; Student Teacher Attitudes; Language Arts; Education Work Relationship; Observation; Grade 6; Grade 10; Journal Writing; Reflection; Surveys; Preservice Teachers; Oregon + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Sprachkultur; Beobachtung; School year 06; 6. Schuljahr; Schuljahr 06; Zeitschriftenaufsatz; Survey; Umfrage; Befragung
Abstract	Preservice teachers sometimes experience a gap between best practices that they learn in teacher preparation programs and actual practices that they encounter in classrooms as student teachers. In this self-study, I investigate the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, I explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. My findings fall into three distinct phases: (1) In "Mind the gap," I explain the dilemma I encountered as a student teacher. (2) In "Mine the gap," I describe the process of exploring the nature and extent of this dilemma. (3) In "The gap is mine," I analyze a shift in my understanding of where the gap is located. I then illustrate, in a series of short vignettes, the significant impact of that shift on my practice, both as a teacher and as a supervisor of student teachers, and how a core reflection approach to teacher education has supported me in that work. Finally, I discuss some broader practical implications for teacher education programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10