Learning to Teach in the Context of Middle-Level Education Reform

• In Event: Roundtable Session 1
  In Roundtable Session: Preparing Preservice Teachers to Be Social Justice Educators

Abstract

This work asks how middle level teacher education programs can support middle level teacher candidates in what Cochran-Smith (1991) has called “teaching against the grain” (p.279) in the context of middle level education reform. Using focus group methodology, this study investigates the felt needs and program design ideas of three middle level preservice teachers as they anticipate teaching against the grain in student teaching. Preliminary results indicate that preservice teachers committed to middle level education reform crave relational support, structural support, and permission to take risks without fear of failure. Informed by these felt needs, an innovative vision for supporting preservice and cooperating teachers in structured collaboration around a wisely selected goal is subsequently proposed.

Author

• Jessica DeMink-Carthew, University of Maryland - College Park