Learning from students before managing classroom. Using email to connect secondary students and pre-services teachers
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Oct 19, 2015
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Abstract
This article presents a case study of a project through which secondary certification candidates who attend two selective, liberal arts colleges in the northeastern United States participate in a semester-long email exchange with high school students who attend local secondary schools. This exchange, which takes place before the certification candidates undertake student teaching, has a number of outcomes. According to the pre-service teachers and secondary students who participate in the project, the email exchange: (1) creates links outside of regular space, time, and relationships within which individualized communication can take place; (2) affects, in positive and negative ways, the kind of communication participants have; (3) facilitates careful analysis and reflection; (4) gives participants insight into others’ perspectives; and (5) constitutes a record of the dialogues. Because the email exchange creates a kind of liminal space - an inbetween space and time, in which neither the teachers-to-be nor the students are in their usual roles - the participants in this project can try on new ways of being, develop new ways of interacting, and experiment with whom they are trying to become.
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References
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Cook-Sather, A., & Youens, B. (2007). Repositioning Students in Initial Teacher Preparation: A Comparative Case Study of Learning to Teach for Social Justice in the United States and in England. Journal of Teacher Education, 58(1), 62-75.
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Levin, B. (2000). Putting Students at the Centre in Education Reform. Journal of Educational Change, 1(2), 155–172.
Mitra, D. (2011). Student Participation. Oxford Bibliographies. New York, NY: Oxford University Press.
Mitsoni, F. (2006). I Get Bored When We Don’t Have the Opportunity to Say Our Opinion: Learning about Teaching from Students. Educational Review, 5(2), 159–170.
Rudduck, J., & Flutter, J. (2004). How To Improve Your School: Giving Pupils a Voice. London, UK: Continuum Press.
Rudduck, J., & McIntyre, D. (2007). Improving Learning through Consulting Pupils. London, UK: Routledge.
Serriere, S., & Mitra, D. (2012). Critical Issues and Contexts of Student Voice in the United States. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 223-232). Oxford, UK: Routledge.
Smyth, J. (2007). Toward the Pedagogically Engaged School: Listening to Student Voice as a Positive Response to Disengagement and ‘Dropping Out’?. In D. Thiessen & A. Cook- Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 635-658). Dordrecht, NL: Springer.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
Youens, B. (2009). Students Mentoring Student Teachers: Listening during Student Teaching. In A. Cook-Sather (Ed.), Learning from the Student’s Perspective: A Sourcebook for Effective Teaching (pp. 209-219). Boulder, CO: Paradigm.
Cook-Sather, A. (2002a). Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education. Educational Researcher, 31(4), 3-14.
Cook-Sather, A. (2002b). Re(in)forming the Conversations: Student Position, Power, and Voice in Teacher Education. Radical Teacher, 64, 21-28.
Cook-Sather, A. (2009). Learning from the Student’s Perspective: A Sourcebook for Effective Teaching. Boulder, CO: Paradigm Publishers.
Cook-Sather, A. (2014). Student Voice in Teacher Development. Oxford Bibliographies. New York, NY: Oxford University Press.
Cook-Sather, A., & Youens, B. (2007). Repositioning Students in Initial Teacher Preparation: A Comparative Case Study of Learning to Teach for Social Justice in the United States and in England. Journal of Teacher Education, 58(1), 62-75.
Creswell, J. (2006). Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks, CA: Sage Publications.
Donohue, D. M., Bower, J., & Rosenberg, D. (2003). Learning With and Learning From: Reciprocity in Service Learning in Teacher Education. Equity and Excellence in Teacher Education, 36(1), 15-27.
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York, NY: Aldine De Gruyter.
Grion, V., & Cook-Sather, A. (Eds.) (2013). Student Voice. Prospettive internazionali e pratiche emergenti in Italia. Milan, IT: Guerini.
Fielding, M. (1999). Radical Collegiality: Affirming Teaching as an Inclusive Professional Practice. Australian Educational Researcher, 26(2) 1-34.
Foulger, T. S., Burke, D., Williams, M. K., Waker, M. L., Hansen, R., & Slykhuis, D. (2013). Innovators in Teacher Education: Diffusing Mobile Technologies in Teacher Preparation Curriculum. Journal of Digital Learning in Teacher Education, 30(1), 21-29.
Holdsworth, R. (2012). The Student Voice Handbook: Bridging the Academic/Practitioner Divide. Connect, 198, 20-21.
Hull, C. (1985). Pupils as Teacher Educators. Cambridge Journal of Education, 15(1), 1–8.
Kiragu, S., Swartz, S., Chikovore, J., Lukalo, F., & Oduro, G.Y. (2012). Agency, Access, Silence and Ethics. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 254-263). Oxford, UK: Routledge.
Levin, B. (2000). Putting Students at the Centre in Education Reform. Journal of Educational Change, 1(2), 155–172.
Mitra, D. (2011). Student Participation. Oxford Bibliographies. New York, NY: Oxford University Press.
Mitsoni, F. (2006). I Get Bored When We Don’t Have the Opportunity to Say Our Opinion: Learning about Teaching from Students. Educational Review, 5(2), 159–170.
Rudduck, J., & Flutter, J. (2004). How To Improve Your School: Giving Pupils a Voice. London, UK: Continuum Press.
Rudduck, J., & McIntyre, D. (2007). Improving Learning through Consulting Pupils. London, UK: Routledge.
Serriere, S., & Mitra, D. (2012). Critical Issues and Contexts of Student Voice in the United States. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 223-232). Oxford, UK: Routledge.
Smyth, J. (2007). Toward the Pedagogically Engaged School: Listening to Student Voice as a Positive Response to Disengagement and ‘Dropping Out’?. In D. Thiessen & A. Cook- Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 635-658). Dordrecht, NL: Springer.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
Youens, B. (2009). Students Mentoring Student Teachers: Listening during Student Teaching. In A. Cook-Sather (Ed.), Learning from the Student’s Perspective: A Sourcebook for Effective Teaching (pp. 209-219). Boulder, CO: Paradigm.