Revisiting and revising the apprenticeship of observation
Abstract
The article discusses the study on the apprenticeship of observation in students' experience of programs at research universities in the U.S. The study reportedly involved secondary English education students and elementary education students. The results revealed that education researchers must continue studying apprenticeship of observation and monitor its impact on newer generation of teachers to stay relevant with the changes in schools.
Reference
Smagorinsky, P., & Barnes, M. E. (2014). Revisiting and revising the apprenticeship of observation. Teacher Education Quarterly, 41(4), 29-52.
Journal
Teacher Education Quarterly
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southeastern United States
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Masters of Arts in Teaching
- Undergraduates (university based program)
Preservice Sample Size
19
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
Research Questions
1. Separated by program attended, to what areas of schooling (Pre-K/elementary,
secondary, college) did the participants in the three programs
studied (Southwestern Elementary Education, Southwestern Secondary
English Education, Southeastern Secondary English Education) attribute
their positive and negative experiences with teachers; what balance did
their characterizations indicate about the relative influence of positive vs.
negative examples; and what trends were evident in the levels of schooling
most frequently invoked to characterize their positive and negative
experiences with teachers?
Is this research question explicit from the manuscript? Yes
2. In interviews prompting participants to describe their apprenticeships
of observation in their K-16 education, how did the preservice teachers
characterize good and bad teachers from their past?
Is this research question explicit from the manuscript? Yes
3. What conceptions of teaching did the preservice teachers claim to aspire
toward based on their apprenticeships of observation?
Is this research question explicit from the manuscript? Yes