An interpretive inquiry into socialization and developmental processes concurrent with preservice status transitions : student teaching as a rite of passage

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rebecca Sue Bowers (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Ernest W. Lee

Abstract: Using Arnold van Gennp's construct of the "Rites of Passage," this study was designed to follow five elementary/middle school student teachers through the socialization and developmental processes of the transition from student to student teacher to teacher during a fourteen-week student teaching field experience. This interpretive inquiry research design included investigation into three aspects of the student teaching experience: (1) the student teacher's response to her cooperating teacher as a model; (2) the student teacher's translation of educational theory into classroom practice; and (3) the processes involved in the student teacher's development of the "teacher-self." Five student teachers participated in this study. Four were enrolled in a fourteen-week student teaching experience, which included seven-weeks each in an urban, multicultural school and in a suburban school. The fifth student teacher, a twenty-year veteran teacher who was seeking additional certification, completed one seven-week field experience. Data were collected via nine questionnaires and one essay, classroom observations and follow-up conversations with the supervisor, and discussions at six seminars.

Additional Information

Language: English
Date: 1989
Student teachers
Teachers $x Training of

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