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首页> 外文期刊>The Teacher Educator >“I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS
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“I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS

机译：“我现在已经准备好一切”：在确定“质量”基础阅读老师的准备中，学生教师和合作教师互动是关键因素

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摘要

This research is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. As the basis for the study, the authors analyzed interaction patterns through conducting content analysis (Van Sluys, Lewison, & Seely Flint, 2006) and discourse analysis (Gee, 2005) over semi-structured interviews (Seidman, 2006) focused around learning to teach reading. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed the interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers. The authors also conducted a cross-comparison analysis of the similarity in reporting between each partner to examine the extent to which the pairs corroborated one another's perceptions. Findings for the study include high levels of imitative interaction between cooperating teachers and student teachers in areas of reading assessment and grouping children for reading instruction. Interaction deemed to be guided and scaffolded in nature occurred less frequently overall.
机译：这项研究是对19对学生教师与1至3年级从事指导阅读教学的合作教师之间的相互作用的考察。作为研究的基础，作者通过进行内容分析来分析相互作用模式（Van Sluys，Lewison， ＆Seely Flint，2006年）和基于半结构化访谈的话语分析（Gee，2005年）（Seidman，2006年）集中在学习教学上。通过基于Granott（1993）著作的模仿，指导和脚手架的理论视角，作者分析了访谈记录，以识别学生教师与合作教师之间的行为模式。作者还对每个伴侣之间报告的相似性进行了交叉比较分析，以检验两对伴侣在彼此之间的看法得到证实的程度。该研究的结果包括在阅读评估领域以及在对儿童进行阅读指导分组方面，合作教师和学生教师之间的高度模仿互动。总体上，被认为是被引导和支撑的互动很少发生。

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