Rodgers, Janet Helen
(2004)
SCRIPTED AND STRATEGIC POWER RELATIONS WITHIN STUDENT TEACHING TRIADS: Experience, Understandings, Accommodation/Resistance and Transformative Possibilities in Curriculum, Classroom Management and Evaluation Decisions.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This qualitative descriptive study uses an intersubjective approach to examine relational aspects of the student teaching triad. Triad members include the student teacher, the cooperating teacher and the university supervisor. Beginning with a close reading of teaching socialization literature that focuses on the student teaching experience, various roles or scripted power relations, are carefully laid out. Working from the premise that conceptions of power may determine the quality of relationships, this interpretive study examines the power dynamics of eight specific student teaching triads from all three perspectives. The primary researcher was also the university supervisor in each of the triads studied. As an adjunct faculty member and former public school teacher, the researcher as supervisor brought a non-traditional 'eye' to the role of supervisor. Student teaching triad members were encouraged to consider and articulate the influence and control each triad member had in relation to decision-making concerning curriculum, classroom management and evaluation in an elementary classroom. Results reinforced much conventional wisdom about the student teaching experience and attempted to establish that in the institutional context studied an ideology of reputation and dependability held sway. Strong personal connections were found to be paramount for optimal functioning of the triads studied. Power struggles were noted as triad members strategically maneuvered in efforts to hide various aspects of their scripted roles. Conclusions from this study included the difficulty of moving the student teaching experience beyond ritual, how a cooperating teacher's own student teaching experience may strongly influence their supervisory styles and the difficulty of establishing spaces for critical dialogue within the student teaching triad as constituted. Suggestions include the establishment and maintenance of sustained robust communication between triad members. Critical dialogue that includes the articulation and consideration of various scripted power relations or roles in relation to potential strategic power relations would be encouraged. This recognition and 'naming' of power in language more in line with the elementary public school context, as perceived by the elementary teacher, could perhaps precipitate modifications to the traditional student teaching triad that would benefit all triad members.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
22 December 2004 |
| Date Type: |
Completion |
| Defense Date: |
7 April 2004 |
| Approval Date: |
22 December 2004 |
| Submission Date: |
22 December 2004 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
critical dialogue; ideological discourse; interpretive/critical research; naming power; relational aspects of power through communication; socially constructed power; traditional student teaching triads |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-12222004-121212/, etd-12222004-121212 |
| Date Deposited: |
10 Nov 2011 20:11 |
| Last Modified: |
15 Nov 2016 13:55 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/10446 |
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