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"A Good Relationship Between Us": Ho...

Kingsland, Christopher,

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"A Good Relationship Between Us": How English Language Arts Preservice Teachers Navigate Professional Tensions During Student Teaching /

Record Type:	Electronic resources : Monograph/item
Title/Author:	"A Good Relationship Between Us": How English Language Arts Preservice Teachers Navigate Professional Tensions During Student Teaching // Christopher Kingsland.
Author:	Kingsland, Christopher,
Description:	1 electronic resource (278 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
Contained By:	Dissertations Abstracts International87-02A.
Subject:	Language arts. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32271935
ISBN:	9798291567678

"A Good Relationship Between Us": How English Language Arts Preservice Teachers Navigate Professional Tensions During Student Teaching /
Kingsland, Christopher,

"A Good Relationship Between Us": How English Language Arts Preservice Teachers Navigate Professional Tensions During Student Teaching /Christopher Kingsland. - 1 electronic resource (278 pages)

Source: Dissertations Abstracts International, Volume: 87-02, Section: A.

Secondary English Language Arts Preservice Teachers must navigate conflicting ideologies and frameworks as they learn to teach. These mediate the experiences of preservice teachers, precipitating tensions across the various contexts of the university, K-12 classrooms, and student teaching. Traditionally, researchers have framed these tensions as resulting from the two-worlds pitfall, resulting in a gap between learning and application in teaching. As a result, teacher educators have developed practices to support preservice teachers in navigating tensions. However, these practices may reinforce hierarchical relationships and obscure underlying structural challenges. Thus, existing research presents an opportunity to examine how ELA preservice teachers discuss navigating tensions in a third space. To investigate this phenomenon, I studied how five Secondary English Language Arts preservice teachers from a large public university in the Midwest navigated tensions during their student teaching semester. I asked about the tensions preservice teachers navigated during student teaching, how those tensions were reflected in program and state policies, how preservice teachers discussed navigating those tensions, and how participating in the group helped them address those tensions. We met in an inquiry group over Zoom to discuss tensions using a problem of practice protocol. The inquiry group provided a critical setting for participants to identify, address, and reflect on the tensions. Data included recordings and transcripts of (a) inquiry group meetings and (b) initial and post interviews, as well as (c) program and state documents, and (d) analytic memos. I analyzed data using qualitative methods, including open-coding of tensions and a novel framing/positioning framework. I found that the preservice teachers navigated overlapping tensions related to professional, instructional, and classroom environment practices. Preservice teachers' tensions reflected their diverse student teaching contexts, particularly emphasizing the relationships with their mentor teachers. Their tensions were inconsistently addressed in program and state documents. Significantly, while I anticipated preservice teachers would emphasize curricular tensions, they rarely pursued tensions concerning texts and content. Preservice teachers employed strategies to maintain their footing within and between multiple frames, often drawing on dominant educational discourses such as individualism, noninterference, niceness, and privacy. Some participants identified the need to maintain a "good relationship" with their mentor teacher and "slyly maneuver" to teach in ways aligned with their values, finding their footing across multiple figured worlds. Others collaborated with their mentors toward shared goals. Additionally, participants reported multiple benefits of participating in the group. This study highlights the complexity of preservice teachers' experiences navigating tensions during student teaching. Preservice teachers must balance their footing along multiple positions and storylines within and across contexts during student teaching. Preservice teachers' gradual movement from the periphery to the center of the community of practice during student teaching complicates existing perceptions of mentoring as static preferences. These chapters present contextualized, practical strategies that preservice teachers employed to maintain their footing, offering a nuanced understanding of the complex realities of student teaching and implications for various stakeholders, particularly concerning shared governance models for teacher education.

English

ISBN: 9798291567678Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Student teaching

"A Good Relationship Between Us": How English Language Arts Preservice Teachers Navigate Professional Tensions During Student Teaching /
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500 $a Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
500 $a Advisors: Thomas, Ebony Elizabeth Committee members: Gere, Anne Ruggles; Schleppegrell, Mary J.; Valella, Daniel.
502 $b Ph.D. $c University of Michigan $d 2025.
520 $a Secondary English Language Arts Preservice Teachers must navigate conflicting ideologies and frameworks as they learn to teach. These mediate the experiences of preservice teachers, precipitating tensions across the various contexts of the university, K-12 classrooms, and student teaching. Traditionally, researchers have framed these tensions as resulting from the two-worlds pitfall, resulting in a gap between learning and application in teaching. As a result, teacher educators have developed practices to support preservice teachers in navigating tensions. However, these practices may reinforce hierarchical relationships and obscure underlying structural challenges. Thus, existing research presents an opportunity to examine how ELA preservice teachers discuss navigating tensions in a third space. To investigate this phenomenon, I studied how five Secondary English Language Arts preservice teachers from a large public university in the Midwest navigated tensions during their student teaching semester. I asked about the tensions preservice teachers navigated during student teaching, how those tensions were reflected in program and state policies, how preservice teachers discussed navigating those tensions, and how participating in the group helped them address those tensions. We met in an inquiry group over Zoom to discuss tensions using a problem of practice protocol. The inquiry group provided a critical setting for participants to identify, address, and reflect on the tensions. Data included recordings and transcripts of (a) inquiry group meetings and (b) initial and post interviews, as well as (c) program and state documents, and (d) analytic memos. I analyzed data using qualitative methods, including open-coding of tensions and a novel framing/positioning framework. I found that the preservice teachers navigated overlapping tensions related to professional, instructional, and classroom environment practices. Preservice teachers' tensions reflected their diverse student teaching contexts, particularly emphasizing the relationships with their mentor teachers. Their tensions were inconsistently addressed in program and state documents. Significantly, while I anticipated preservice teachers would emphasize curricular tensions, they rarely pursued tensions concerning texts and content. Preservice teachers employed strategies to maintain their footing within and between multiple frames, often drawing on dominant educational discourses such as individualism, noninterference, niceness, and privacy. Some participants identified the need to maintain a "good relationship" with their mentor teacher and "slyly maneuver" to teach in ways aligned with their values, finding their footing across multiple figured worlds. Others collaborated with their mentors toward shared goals. Additionally, participants reported multiple benefits of participating in the group. This study highlights the complexity of preservice teachers' experiences navigating tensions during student teaching. Preservice teachers must balance their footing along multiple positions and storylines within and across contexts during student teaching. Preservice teachers' gradual movement from the periphery to the center of the community of practice during student teaching complicates existing perceptions of mentoring as static preferences. These chapters present contextualized, practical strategies that preservice teachers employed to maintain their footing, offering a nuanced understanding of the complex realities of student teaching and implications for various stakeholders, particularly concerning shared governance models for teacher education.
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590 $a School code: 0127
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650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a Educational administration. $3 2122799
653 $a Student teaching
653 $a Mentoring
653 $a Tension
653 $a Discourse analysis
653 $a Two-worlds pitfall
653 $a Wobble
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690 $a 0279
690 $a 0515
690 $a 0514
710 2 $a University of Michigan. $b English & Education. $e degree granting institution. $3 3821677
720 1 $a Thomas, Ebony Elizabeth $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 87-02A.
790 $a 0127
791 $a Ph.D.
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