Résumés
Abstract
The practicum experience is a crucial moment of learning for a pre-service teacher (PST). At the heart of the experience is the relationship PSTs have with their cooperating teachers (CTs). To examine how this relationship was negotiated during the practicum, this article applied Cortazzi’s analysis of narrative approach to stories told by 13 PSTs, stories that comprised part of a larger mixed-method study. Findings from analysis of the more than 200 narratives told by the 13 PSTs disclosed the several ways in which PSTs experienced support from their CTs, including planned introductions of the PST to the classroom students, the CT’s explicit support of PST decisions, and a negotiated withdrawal of the CT’s presence.
Keywords:
- Teacher identity,
- teacher education,
- pre-service teachers,
- practicum,
- cooperating teachers,
- mentorship
Résumé
Le stage est un moment crucial de l'apprentissage pour un enseignant en formation initiale (EFI). Au coeur de cette expérience se trouve la relation que les enseignants en formation initiale entretiennent avec leurs enseignants coopérants (EC). Pour examiner cette relation, cet article applique l'analyse de l'approche narrative aux histoires racontées par 13 enseignants en formation. Les résultats de l'analyse de plus de 200 récits ont révélé les différentes façons dont les EFP ont bénéficié du soutien de leur EC, notamment les présentations planifiées de l'EFP aux élèves de la classe, le soutien explicite de l'EC aux décisions de l'EFP et le retrait négocié de la présence de l'EC.
Mots-clés :
- Identité de l'enseignant,
- formation des enseignants,
- enseignants en formation initiale,
- stage,
- enseignants coopérants,
- mentorat
Parties annexes
Bibliography
- Agheshteh, H., & Mehrpur, S. (2021). Teacher autonomy and supervisor authority: Power dynamics in language teacher supervision in Iran. Iranian Journal of Language Teaching Research, 9(1), 87–106. https://doi.org/10.30466/ijltr.2021.120977
- Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203–219. https://doi.org/10.1080/13664530701414720
- Badia, A., & Clarke, A. (2021). The practicum-mentor identity in the teacher education context. Teaching Education, 33(4), 355–371. https://doi.org/10.1080/10476210.2021.1920910
- Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
- Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275. https://doi.org/10.1177/1362168810365236
- Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach. SUNY Press.
- Capizzi, A. M., Wehby, J. H., & Sandmel, K. N. (2010). Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation of instructional delivery. Teacher Education and Special Education, 33(3), 191–212. https://doi.org/10.1177/0888406409360012
- Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
- Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711–726. https://doi.org/10.1080/002202799182954
- Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17(1), 89–106. https://doi.org/10.1016/S0742-051X(00)00040-8
- Cortazzi, M. (1993). Narrative analysis. The Falmer Press.
- Creswell, J. W. (2008). Narrative research designs. In J. W. Creswell (Ed.), Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed., pp. 511–550). Pearson Education Inc.
- Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.
- Darling-Hammond, L. (2014) Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561, https://doi.org/10.1080/0161956X.2014.939009
- Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916–934. https://doi.org/10.1016/j.tate.2006.03.013
- Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
- Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003
- Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
- Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233. https://doi.org/10.1177/0022487100051003011
- Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular. University of Pennsylvania Press.
- Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–181. https://doi.org/10.1016/0346-251X(95)00006-6
- Mena, J., García, M., Clarke, A., & Barkatsas, A. (2016). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education, 39(1), 53–76. https://doi.org/10.1080/02619768.2015.1011269
- Merriam-Webster. (n.d.). Pas de deux. In Merriam-Webster.com dictionary. Retrieved April 11, 2024, from https://www.merriam-webster.com/dictionary/pas%20de%20deux
- Morgan, D. L. (1997). Focus groups as qualitative research. SAGE Publications.
- Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/00336882166312
- Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. https://doi.org/10.1080/0951839950080103
- Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. SUNY Press.
- Polkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative inquiry, 13(4), 471–486. https://doi.org/10.1177/107780040629767
- Rajuan, M., Beijaard, D., & Verloop, N. (2008). Student teachers’ perceptions of their mentors as internal triggers for learning. Teaching Education, 19(4), 279–292. https://doi.org/10.1080/10476210802339951
- Riches, C., & Parks, P. (2021). Navigating linguistic identities: ESL teaching contexts in Quebec. TESL Canada Journal, 38(1), 28–48. https://doi.org/10.18806/tesl.v38i1.1367
- Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In M. Kompf & P. Denicolo (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
- Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE.
- Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
- Steinbach, M., & Kazarloga, V. (2014). Square-headed frogs and world citizens: Attitudes and identities of ESL teacher candidates in Québec. Journal of Language, Identity & Education, 13(5), 319–334. https://doi.org/10.1080/15348458.2014.958038
- Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives (2nd ed.). Multilingual Matters
- Teng, F. (2019). Understanding teacher autonomy, teacher agency, and teacher identity: Voices from four EFL student teachers. English Teaching & Learning, 43(2), 189–212. https://doi.org/10.1007/s42321-019-00024-3
- Thomas, L. (2017). Learning to learn about the practicum: A self-study of learning to support student learning in the field. Studying Teacher Education, 13(2), 165–178. https://doi.org/10.1080/17425964.2017.1342354
- Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762–769. https://doi.org/10.1016/j.tate.2010.12.007
- Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293–310. https://doi.org/10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7
- Wallace, C. S., & Brooks, L. (2015). Learning to teach elementary science in an experiential, informal context: Culture, learning, and identity. Science Education, 99(1), 174–198. https://doi.org/10.1002/sce.21138