Negotiating discourses of learning to teach: Stories of the journey from student to teacher
Abstract
The article discusses the study on the experiences of elementary school teachers in the U.S. wherein standardization and accountability are influential in classroom environments as of October 2015. The study reportedly involved the author's former student who is a white middle-class female and attended a public university in the Midwest. The results reportedly revealed that more teachers are forced to implement standardized curriculum and operate in reductive environments.
Reference
Syndor, J. (2014). Negotiating discourses of learning to teach: Stories of the journey from student to teacher. Teacher Education Quarterly, 41(4), 107-120
Journal
Teacher Education Quarterly
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
1
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
This article explores what it is like to become an elementary teacher in today’s
educational climate in which standardization and accountability increasingly influence
what happens in classrooms across the country. Specifically, this article,
in which a student teacher’s story is analyzed and restoried, reveals the tensions in this transitional period
Is this research question explicit from the manuscript? No