New Questions about Student Teaching.
2002; Volume: 29; Issue: 2 Linguagem: Inglês
ISSN
0737-5328
Autores Tópico(s)Educator Training and Historical Pedagogy
ResumoMany of difficulties we face in doing a job with supervision of student teachers stem from fact that there is so much to listen to—simultaneous messages, conflicting messages, signal and noise mixed together, all under pressure of time. It's a wonder that anything good gets done. Yet reports in this theme issue are radically encouraging. Good learning from field experiences is clearly possible, even under imperfect conditions. Such learning is clearly not easy to support nor automatic. But it is possible. The reports in this theme issue remind me of a more ancient kind of literature— literature called the hero's journey. In hero's journey, main character, full of youthful optimism and a bit of magic, sets out on a quest to locate and bring home a precious and powerful object—a holy grail, a magic sword or ring, a book of secrets. In this case, a powerful and thoughtful band of teacher educators set out to east, to north, and to west to discover, describe, and tame student teaching placement, and bring it back to castle keep, for all teacher educators to appreciate. In classic literature of quest, middle part Christopher M. Clark is of journey is usually full of pain, danger, uncer a professor and director tainty and disillusionment. The optimistic plans of School of made back home do not work out as envisioned. Education at Dragons bar way. The object of quest becomes University of Delaware, much more complex, dangerous, and difficult to deal Newark, Delaware. with as heroes and heroines close in on it. And
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