(Mis)Reading the Classroom: A Two-Act ―Play‖ on the Conflicting Roles in Student Teaching
Keywords:
Student Teaching; Internship; Classroom Literacy; Learnership; Text; Transaction; Teacher Education; Tensions; Teaching; Classroom Text; Teaching Roles; Positioning Theory; Triad; Student-TeacherAbstract
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 studentteacher. Concepts of classroom literacy for teachers and teacher
educators are considered.
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