Negotiating the Boundaries of Student Teaching: A Reconsideration of Shared Clinical Practice

Session Type: Symposium

Abstract

This symposium offers four different perspectives on a teacher preparation initiative that solicits partnership opportunities between and among four local schools and a university. The session explores the concept of boundaries and what it means to upset, negotiate and explore traditional boundaries related to most teacher preparation practices. Presenting research on the challenges and rewards of collapsing and redrawing boundaries of clinical practice, this session will (1) explore the problems and processes inherent in an initiative that is predicated on partnerships among schools, administrators, cooperating teachers, student teachers, professors, and students; (2) share research on ways that boundaries were explored and negotiated among partnership participants; and (3) engage session participants in discourse about new directions for research and practice.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 06: Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Innovative Approaches and Models

Chair

• Limarys Caraballo, Queens College - CUNY

Papers

• "Symbolic Boundaries" and the Clinical Preparation of Preservice Teachers - Don McClure, St. John's University; Bilge Cerezci, St. John's University

• Boundaries and Barriers: Negotiations in and Around Extended Clinical Practice - Liz Chase, St. John's University

• Building Pedagogical Knowledge in Third Spaces: Becoming an English Teacher - Mary Beth Schaefer, Saint John's University

• Resident Teacher Interns and the Play-Procedure Continuum: Invisible Boundaries in the STEM Curriculum - Daniel Ness, St. John's University