(Mis)Reading the Classroom: A Two-Act “Play” on the Conflicting Roles in Student Teaching
Year: 2017
Type: article
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.
Author: Christi U. Edge
Institution: Northern Michigan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2586143528