Correspondence in Cooperating Teachers and Student Teachers Interpretations of Classroom Events.

Gonzalez, Luz E.; Carter, Kathy

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ526792

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0742-051X

EISSN: N/A

Available Date: N/A

Correspondence in Cooperating Teachers and Student Teachers Interpretations of Classroom Events.

Gonzalez, Luz E.; Carter, Kathy

Teaching and Teacher Education, v12 n1 p39-47 1996

Using the concept of well-remembered events, this study examined how members of 13 elementary school cooperating teacher/student-teacher dyads interpreted the same teaching events. Qualitative differences were found which are discussed in terms of expert-novice studies, teachers knowledge as event structured, and personal narrative in teaching. Implications for communication between cooperating teacher and student teacher are drawn. (Author/DB)

Descriptors: Cooperating Teachers, Elementary Education, Epistemology, Higher Education, Interpersonal Communication, Preservice Teacher Education, Recall (Psychology), Reflective Teaching, Student Attitudes, Student Teachers, Teacher Attitudes, Teacher Student Relationship

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A