Crossing over from student to teacher, negotiating an identity

grantor: University of TorontoIn this study I use a dialogic process with two student teachers, two of their university teacher educators, and their six cooperating teachers to investigate how student teachers learn to teach. By listening to the voices and analysing the texts of the major participants in the teacher education process, I identify some of the dilemmas that exist in the professional education of teachers. Six paradoxes emerge from the discourse with the student teachers that cause them to feel a loss of control in their search for personal meaning as an emerging teacher. As they consider the contradictions during the preservice program, the student teachers alter their personal expectations and begin to reconceptualize their views of teaching. At the same time, I examine the discourse and practices of the school-based and university-based teacher educators' roles in order to determine how they contribute to or help solve the contradictions which the student teachers encounter. The major finding in this study relates to the value of the dialogic process which the student teachers and teacher educators participated in as part of this research project. The dialogic practice seems to have a profound effect on the student teachers' visions of themselves as teachers. The implications of this inquiry are used to promote ideas for transformation in teacher education.Ed.D