Journal Title/Source
International Journal of Learning, Teaching and Educational Research
Publication Date
1-2017
Volume
16
Issue (if applicable)
1
Page Numbers
38-56
Document Type
Journal Article
Department
School of Education, Leadership, and Public Service
Abstract
This case study examined concentric and reciprocal notions of reading—that of high school students, a pre-service teacher, and a teacher educator. An intern charged with teaching students to read, interact with, and compose texts in an English/language arts classroom constructed her role in the classroom based on her reading the “text” of her internship experiences, relationships, and responsibilities. Using interviews and observations, a teacher educator read and interpreted the classroom “text” the pre-service teacher “composed” during her internship and then constructed a two-act “play” which details the conflict in the intern’s enacting the dual role of student-teacher and her subsequent reading of the classroom “text” from her stance as student-teacher. Concepts of classroom literacy for teachers and teacher educators are considered.
Recommended Citation
Edge, Christi U., "(Mis)Reading the Classroom: A Two-Act “Play” on the Conflicting Roles in Student Teaching" (2017). Journal Articles. 323.
https://commons.nmu.edu/facwork_journalarticles/323
Included in
Language and Literacy Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons