(Mis)Reading the Classroom: A Two-Act “Play†on the Conflicting Roles in Student Teaching

Christi Edge

Abstract


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 student-teacher. Concepts of classroom literacy for teachers and teacher educators are considered.


Keywords


Student Teaching; Internship; Classroom Literacy; Learnership; Text; Transaction; Teacher Education; Tensions; Teaching; Classroom Text; Teaching Roles; Positioning Theory; Triad; Student-Teacher

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References


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