Student Teaching as Initiation into the Teaching Profession

Head, Fay A.

doi:10.1525/aeq.1992.23.2.05x1260l

Cited by 19 publications

(9 citation statements)

References 17 publications

(10 reference statements)

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“…For example, cooperating teachers (typically viewed as exerting great f d uence); the student teachers, themselves (recently recognized for the complexity of their rok in the socialization process); and teacher education courses (typically seen as having little influence). One particular socializing agent that researchers have examined is the cooperating teacher and her/his apparent influence on student teachers' socialization into the profession (e.g., Bullough, 1992;Goodman & Fish, 1997;Head, 1992;Koeppen, 1996Koeppen, ,1998Ross & J m e , 1993;Staton & Hunt, 1992;Tabachnick B Zeicher, 198-4). Cooperating teachers tend to filter information as well as institutional forces that effect student teachers' decision-making (Ross & Jeme, 1993).…”

Section: Teacher Socializationmentioning

confidence: 99%

Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences

Fehn

Koeppen

1998

Theory & Research in Social Education

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Section: Teacher Socializationmentioning

confidence: 99%

Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences

Fehn

Koeppen

1998

Theory & Research in Social Education

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“…While research shows that student teachers' roles are liminal in their ambiguous space of being neither fully teacher nor fully student (Head, 1992), it seems there is little exploration of the role of the facilitator who works with student teachers as liminal, perhaps a reflection of how little this idea is engaged in Western discourse in general. Additionally, there is little research regarding the role of doctoral students' work with student teachers as mentors.…”

Section: Theorizing Keeping Track Of the Workmentioning

confidence: 99%

Living with the Liminal: Unwieldy Unknowns of Facilitating an Urban Education Cohort of Student Teachers

Kasun¹

2017

Pedagogy & (Im)Possibilities across Education Research (PIP

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The field of education research often overlooks the importance of supervision of the student teaching experience. In this article, I show how as a doctoral student with a focus on education for social justice, I struggled in that role of student teacher supervisor. Despite the students being enrolled in an "urban education" cohort, I felt my positioning was very liminal and perhaps counter-productive to the goal of social justice. I provide reflections and concrete examples of how racism manifested in classrooms and how the student teachers with whom I worked did and did not disrupt it, and how I often was unsure about how to proceed. I also provide implications for educators and researchers.

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“…Children add themselves to the world and the world becomes new, the limen shifts and flutters, however slightly. Teaching thus involves the luscious agony (Hillman, 1983) of "dancing at the edge of the world", (LeGuin, 1987) keeping the doors ajar, watchful.…”

Section: Pedagogy and The Monstrous "Fact Of Natality"mentioning

confidence: 99%

“…The interpretive effort of re-mythologizing pedagogy, found in the recent work of Jane White (1989) and Fay Head (1992) (see also Jardine and Field 1992), is aimed at restoring the phenomenon of student-teaching and its existential transformations to their full 'original difficulty' (Caputo, 1987). These papers begin to make this difficult liminal experience readable and understandable and decipherable as something more than simply an array of problems to be fixed.…”

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confidence: 99%

Student-Teaching, Interpretation and the Monstrous Child

Jardine¹

1994

J Philosophy of Education

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This paper is an interpretive exploration of the$gure of the monsfrous child as it appears in the experiences of student-teachers entering the community of teaching. f t also considers how interpretive work is itself haunted by this Jigure and how, iherefore, teaching itself might be considered an interpretive activity.When I went to my practicum school the first day, I felt about this high, like a little kid again, going to school for the first time, beginning all over again, right from the beginning. And my cooperating teacher was, like, my teacher and I was a little kid in Grade One. I was so afraid, but I knew I could get through it if I just kept going. The liminal space indicated by the hyphenation 'student-teacher' is a haunted and generative space, full of tales told to anyone who will listen. Those of us involved in the practicum experience often pass over a consideration of the deep mythopoetic meaning of these tales in favour of interventions aimed at facilitating and easing this transition. Such well-intentioned efforts can all too easily be premised on the implicit assumption that there is no deep narrative-interpretive structure to these transitions, and that every difficulty confronted is somehow avoidable, that every pain points to a pathological condition-a dis-ease requiring a cure [ 13. From such a pathologicalkurative premise, student-teaching can easily devolve into the belief that becoming a teacher would be simple and painless if only we could orchestrate it well enough. Perhaps even worse, we can mistakenly believe that simply making our student-teachers feel good is a sign of both their success and ours.The interpretive effort of re-mythologizing pedagogy, found in the recent work of Jane White (1989) and Fay Head (1992) (see also Jardine and Field 1992), is aimed at restoring the phenomenon of student-teaching and its existential transformations to their full 'original difficulty' (Caputo, 1987). These papers begin to make this difficult liminal experience readable and understandable and decipherable as something more than simply an array of problems to be fixed. To put it more strongly, this work suggests that there are deep and irremediable difficulties inherent in the liminal space traversed by student-teachers that cannot and should not b e f i e d . Not all difficulties are a result of lack of effort or diligence or preparation or information, and understanding student-teaching in such a pathological fashion not only foregoes a collective, communal understanding of its deep human meaning (with all of the ways in which such commonly held understanding can help to make the burden of those difficulties more bearable). Pathologizing student-teaching can also subvert the transformative initiatory process itself (where one "becomes another" [Eliade, 1975[Eliade, , p. 1651) by attempting to disassemble this often long and occasionally painful transformation of who one deeply is into the hurried accumulation of skills and techniques. And, if we take even a cursory look at the publishing i...

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Student Teaching as Initiation into the Teaching Profession

Cited by 19 publications

References 17 publications

Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences

Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences

Living with the Liminal: Unwieldy Unknowns of Facilitating an Urban Education Cohort of Student Teachers

Student-Teaching, Interpretation and the Monstrous Child

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