Apprenticeship in Teacher Education

• In Event: Justice-Oriented Transformations in Preservice Teachers' Field Experiences

Abstract

Practice Based Teacher Education (Ball & Forzani, 2009; Berry, Montgomery, & Snyder, 2008; Darling-Hammond, 2010; Grossman, 2010; Rust, 2010; Zeichner, 2010a) has become central to teacher education reform and redesign in both traditional and alternatively designed programs. This study investigates how pre-service teachers learn in two different social justice oriented, practice-based teacher education programs – one university recommending and the other a district-based residency program. Through an ecological examination of the experiences of eight focal participants, I found that the major organizing feature of apprenticeship, in both programs, had important implications for the kinds of opportunities that pre-service teachers had to practice their developing professional knowledge.

Author

• Rebecca Buchanan, University of Maine