| Título: | The process of becoming : a case study of exploration of the transition from student teacher to ESL teacher |
| Autores: | Cook, Cheryl, 1959- |
| Fecha: | 2003 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: | Electronic Thesis or Dissertation |
| Tema: |
Student teachers English teachers English language -- Study and teaching -- Foreign speakers |
| Descripción: | This inquiry is a phenomenological exploration of the development of two student teachers undergoing their practicum experience in my secondary classroom. It examines the changes in identity that the student teachers underwent and how those changes came about. The goals motivating this inquiry were (1) to understand the process through which the transition from student teacher to teacher occurred, and (2) to understand what influence the people surrounding the student teachers, such as the cooperating teacher and the supervisor, had on the process. The analysis closely follows Wenger's (1998) work in Communities of Practice and Schon's (1983, 1987) work in Reflective Practice. The data consists of audio-taped de-briefing sessions attended by the student teachers and the cooperating teacher, the cooperating teacher's Reflective Log, and a student teacher's journal. The inquiry supports the idea that the practicum experience in and of itself is important in the dramatic change in identity that student teachers experience. Also important is the "close accompaniment" of student teachers by the cooperating teacher in order to enact the reflective dialogue by which student teachers learn to become teachers. |
| Idioma: | en |
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