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

Luz E. Gonzalez, Kathy Carter

Research output: Contribution to journalArticle

33 Scopus citations


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
Issue number1
StatePublished - Jan 1996


ASJC Scopus subject areas

  • Education

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