Correspondence in cooperating teachers' and student teachers' interpretations of classroom events

Luz E. Gonzalez, Katherine J Carter

Research output: Contribution to journalArticle

33 Citations (Scopus)

Abstract

Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same "visible" students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.

Original languageEnglish (US)
Pages (from-to)39-47
Number of pages9
JournalTeaching and Teacher Education
Volume12
Issue number1
DOIs
StatePublished - Jan 1996

Fingerprint

student teacher
classroom
interpretation
event
teacher
dyad
elementary school teacher
Teaching
expert
narrative
communication
learning
student

ASJC Scopus subject areas

  • Education

Cite this

Correspondence in cooperating teachers' and student teachers' interpretations of classroom events. / Gonzalez, Luz E.; Carter, Katherine J.

In: Teaching and Teacher Education, Vol. 12, No. 1, 01.1996, p. 39-47.

Research output: Contribution to journalArticle

@article{663a14f10c4c40f694aed8439d21f07c,
title = "Correspondence in cooperating teachers' and student teachers' interpretations of classroom events",
abstract = "Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same {"}visible{"} students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.",
author = "Gonzalez, {Luz E.} and Carter, {Katherine J}",
year = "1996",
month = "1",
doi = "10.1016/0742-051X(95)00024-E",
language = "English (US)",
volume = "12",
pages = "39--47",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",
number = "1",

}

TY - JOUR

T1 - Correspondence in cooperating teachers' and student teachers' interpretations of classroom events

AU - Gonzalez, Luz E.

AU - Carter, Katherine J

PY - 1996/1

Y1 - 1996/1

N2 - Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same "visible" students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.

AB - Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same "visible" students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.

UR - http://www.scopus.com/inward/record.url?scp=0030306529&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0030306529&partnerID=8YFLogxK

U2 - 10.1016/0742-051X(95)00024-E

DO - 10.1016/0742-051X(95)00024-E

M3 - Article

AN - SCOPUS:0030306529

VL - 12

SP - 39

EP - 47

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

IS - 1

ER -