At 08:21 PM 11/16/98 +0100, you wrote:
>At 05.41 -0500 98-11-16, Peter Smagorinsky wrote:
>>And so, to use Leont'ev's term, the *motive* that
>>obtains in the student teaching arena is often one that results in
>>confusion on the part of the developing teacher. Furthermore, the *role*
>>of the student teacher shifts between the two settings of university and
>>school: at the university the role is that of student, while in the school
>>the role is that of teacher, each of which suggests the pursuit of
>>different goals and, as a consequence, the adoption of different sets of
>>practices.
>>
>>There's an additional set of variables that I'd like to add to Honorine's
>>attention to mediating agents, and that's the nested set of social arenas
>>in which teaching is practiced.
>
>Yes, isn't the confusion so often experienced by student teachers due to an
>overlap of the two activities of classroom teaching and preservice teacher
>education, so that there are actually TWO *motives* in play, that do not
>always agree. And, as Peter also notes (and which ties to Honorine's
>questions) the clash between motives is accentuated when university
>supervisors come to visit (gee, this sounds SO much like my own confusions
>as a student teacher 13-14 years ago) so that SOME of the other persons
>present are "in" one activity (oriented towards one motive) and SOME
>persons "in" the other (oriented towards the other motive). I realize this
>needs fleshing out as to WHAT the motives are, and I also realize that
>everybody in the classroom in such a moment is to some extent in BOTH the
>activities (my experience is that kids did their best to help the student
>teacher who was being evaluated) -- but I'm certainly convinced that it is
>in the person of the student teacher that the pull in two different
>directions is the strongest.
>
>Eva
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