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- Title
Feet to the Fire: Becoming a Teacher While Still a Student.
- Authors
Britton, Stacey A.; Qiang Cheng; Hill-Cunningham, P. Renee; Carpenter-McCullough, Amber
- Abstract
Although informal learning has been recognized as a meaningful way in which students acquire new knowledge often difficult to gain from formal learning contexts, research on the impact of informal learning practices on pre-service teachers' pedagogy are limited. Guided by communities of practice theory, the current study examined how chaperoning middle school students on a two-day field trip impacted pre-service teachers' learning to teach. Findings from the data analysis indicated that the pre-service teacher participants gained improved self-efficacy regarding their ability to chaperone students on future field trips, developed important insights into student behaviors, and acquired pedagogical skills that can be translated into their future classrooms. Findings of the study provide important implications for teacher educators regarding how to better use informal learning opportunities in the preparation of pre-service teachers.
- Subjects
NONFORMAL education research; EDUCATION of student teachers; MIDDLE school education; SELF-efficacy in teachers; TEACHER education research
- Publication
National Teacher Education Journal, 2015, Vol 8, Issue 3, p93
- ISSN
2157-0590
- Publication type
Article