Mariche C Llanto Department of Special Education University of Kansas marichellantokuedu What question did I ask How does a student teaching handbook account for communicative connection and translation ID: 534103
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Slide1
Student Teaching Handbook as Boundary Crosser
Mariche C. Llanto
Department of Special Education
University of Kansas
marichellanto@ku.edu
Slide2
What question did I ask:
How does a
student teaching handbook
account for communicative connection and translation?
email: marichellanto@ku.eduSlide3
What second question did I ask:
How do participants perceive, how their experience in student teaching is mediated by the student teaching handbook?
email: marichellanto@ku.eduSlide4
Systems
Boundary Crossing
Boundary Zone
Boundary Object
What made me ask this question:
Boundary Crossing Concept
email: marichellanto@ku.edu
Figure
The boundary zone. (
Akkerman
& Bakker, 2011; Star &
Griesemer
, 1989)Slide5
What made me ask the second question:
Cultural Historical Activity Theory
email: marichellanto@ku.edu
Figure 2
The mediational triangle of CHAT system. (Cole &
Engeström
, 1993)Slide6
What steps did I do to seek new understanding:
Pilot study using qualitative research method
email: marichellanto@ku.edu
Data Source
Data Collection
Analytical
Frames
one student teaching handbook
5
of 7 major sections
Document analysis: (a) goals; (b) rules; (c) division of labor; (d) communities; and (e) subjects
CHAT components
(a) goals; (b) rules; (c) division of labor; (d) communities; and (e) subjects
Five participants2 Teacher
education supervisors
2 Preservice
teachers
1 Cooperating teacher
Three-series Interviews
(a) value to participants; (b) usefulness in context; and (c)
perceived understanding of role
Themes derived from the categorized
units of the interview data:
(a) guide and information source; (b) valuable yet replaceable; (c) fabricated and distributed product; (d) shared spaceSlide7
What new understanding did I obtain:
The student teaching handbook’s communicative articulations:
what the student teaching handbook communicates in the shared components of the activity systems
(a) goals
(b) rules
(c) division of labor
(d) communities
(e) subjects
The student teaching handbook’s mediation
(a) guide and information source; (b) valuable yet replaceable; (c) constructed and distributed product; (d) shared spaceemail: marichellanto@ku.eduSlide8
What new understanding did I obtain: communicative articulation
Shared
Activity Component
Some Observations and Interpretation
Goal
Each
community’s goal is reflected but not equitably; lack of intention to pursue goal of student learning
Rules
Rules
of each community are recognized evidenced by guidelines explicating professional behavior; set by TEP programs
Division of Labor
Named multiple roles and tasks for all involved; lack of support: lack of shared time, lack of shared space
CommunitiesCommunicates power differential: TEP perceived as the knowledge source and evaluator
SubjectsAssumes
interaction to be linear rather than synergistic
email: marichellanto@ku.eduSlide9
What new understanding did I obtain: mediation
Themes
Some
Observations and Interpretation
Guide
and information source
Guide as a concept
of mediation is mostly perceived “to guide preservice teachers”
Reflective of the lack of synergy
.
Valuable yet replaceableAppreciated in terms of usefulness and importance but too structured for complex interactions that it is only partially communicative
Constructed and distributed
Needs for revisions: timeliness, relevance and responsiveness to changing contexts, purpose of specific use, clarity in information; Unequal distribution which influence learning experiences
Shared space
Gives
voice a visual form, communication made easy, saves time; mismatch of expectations
email: marichellanto@ku.eduSlide10
SIGNIFICANCE
As we pursue learning potentials that would facilitate and construct shared understanding of student teaching experience, we explore possibilities and engage the social and cultural context of the practice, and value the kinds of mediations artifacts produced and reproduced within and across communities. Student teaching handbooks are important artifacts in student teaching. As a boundary crosser which can articulate multiple perspectives of the communities it traverses, its potential should be built to enable its enactment to help produce coordinative and transformative activities of shared goals.
email: marichellanto@ku.eduSlide11
How do I plan to build on this new understanding:
email: marichellanto@ku.eduSlide12
How do I plan to build on this new understanding:
email: marichellanto@ku.eduSlide13
How do I plan to build on this new understanding:
email: marichellanto@ku.edu
Social Models
:
Equity