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Opening the black box of field experiences: How cooperating teachers' beliefs and practices shape student teachers' beliefs and practices
ARTICLE

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TATE Volume 28, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study employed ethnographic methods to describe and explain changes to beginning science teachers' (n = 6) practices and beliefs during a year long internship. Teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to re-enact lessons they witnessed their cooperating teachers teach, including following lesson structures and borrowing representations, anecdotes, and jokes. Later, they independently implemented instruction that emphasized similar strategies as their mentors, regardless of whether or not they were experiencing success. Interns who were successful also shifted their beliefs to match their mentors.

Citation

Rozelle, J.J. & Wilson, S.M. (2012). Opening the black box of field experiences: How cooperating teachers' beliefs and practices shape student teachers' beliefs and practices. Teaching and Teacher Education: An International Journal of Research and Studies, 28(8), 1196-1205. Elsevier Ltd. Retrieved September 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.07.008

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