Developing Novice Teachers as Change Agents: Student Teacher Placements against the GrainReport as inadecuate




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Teacher Education Quarterly, v30 n2 p55-68 Spr 2003

Efforts at reforming urban schools have often revolved around choosing the right formulaic programs or providing sufficient funds to repair schools. However, too little attention has been paid to staffing schools with competent teachers who desire to stay and effect reform. Finding ways to educate student teachers and novice teachers at these schools so they see themselves as capable of generating substantive change has been difficult. How does a university assist student teachers at urban sites to become both competent and empowered while simultaneously learning to teach? As teacher educators who place student teachers solely in urban settings, the authors contend that novice teachers need to develop feelings of ownership so they feel empowered to transform the urban educational setting rather than feel defeated by it. The question, then, is this: How does a teacher education program based on the premise of developing novice teachers as transformative urban educators place student teachers in urban classrooms? The authors seek to investigate this question by examining the placement of their student teachers in two urban schools. At both schools, at the end of the first year, it was found that the preservice teachers had become change agents for their guiding teachers in terms of implementing changes and thinking about practice. This finding fueled additional study and analysis to flesh out the conditions under which students effect change in their placements. (Contains 1 note.)

Descriptors: Beginning Teachers, Change Agents, Preservice Teacher Education, Student Teachers, Urban Schools, Teacher Education Programs, Teacher Educators, Educational Change, Teacher Empowerment, Master Teachers

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Author: Lane, Sheila; Lacefield-Parachini, Nancy; Isken, JoAnn

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7034&id=EJ852357



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