Student Teachers at Work Shifting the Orientation of Planning for Teacher Activities to Planning for Student Learning
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 1 March 2010
Issue publication date: 1 March 2010
Abstract
This paper focuses on how one Student Teacher (ST) shifted his planning from teacher activities to student learning during a semester-long student-teaching practicum course in social studies. The study of this shift provides a glimpse of the enormity of the ST’s task and the ways in which he responds to the complexity of the work. Data include: lesson plans, providing a written record of activities, and classroom discourse. Analyses of the data rendered three areas relevant to the shift, including: 1) evidence of initiation-response-evaluation [IRE] script as a default script before the shift, 2) evidence of a shift to planning for student learning, and 3) evidence of movement away from the IRE to increasingly open-ended questioning. Preliminary evidence indicates increments that appear inconsequential taken individually, combine to present a picture of an incipient, developmental shift by the ST from planning for teacher activities to planning for student learning.
Keywords
Citation
Serrano, A.M. (2010), "Student Teachers at Work
Publisher
:Emerald Publishing Limited
Copyright © 2010, Emerald Publishing Limited