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Productive Friction in Student Teaching
Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), Division K, Division K - Section 6 Paper and Symposium SessionsAbstract
The student-teaching internship is a capstone experience of most traditional teacher preparation programs. However, pre-service teachers (PSTs) are often left to navigate the complex space of internship with support systems that have different goals, beliefs, and ways of being. Ward, Nolen, and Horn (2011) suggest productive friction plays an important role in how PSTs learn at the boundary between teacher preparation and practice. I suggest not only are PSTs navigating the tension-ridden space between teacher preparation and practice, but also how their identities fit into this space. This work explores one case from a larger study investigating the transition from student of education to educator of students.