Views : situated learning experiences in the school community
Title
Views : situated learning experiences in the school community
Creator
Vossenkuhl, Angela D.
Description
Vossenkuhl, Angela D.
This study focused on a situated learning experience with the stakeholders in the school community with the goal of gaining an understanding and perspective of the structures and culture of the school. Situated learning is the process of pre-service teachers gaining experience while both participating in a community of practice—in this case, their school placement site—and immersing themselves in the culture of the school environment. The research sample included eight pre-service teachers and two administrators in three elementary school buildings. The study utilized narrative research methodology, which focused on exploring school structures and conceptualizing the participants' experiences through personal stories. This is triangulated through the data collection methods consisting of the participants' journals, structured open-ended interviews, and a focus group. While schools, in general, are thought to be very similar, in reality, the structures of each school vary in unique aspects. The results show that the situated learning experience was a benefit to understanding the constructs and function of each school. Also important were the perceptions of pre-service teachers and administrators in that they both valued the constructs of the environment, which included the relationships, stakeholders, and the feeling of being welcomed. Along with relationships was the importance of all stakeholders having the responsibility to make connections. Reflection was also a key result, showing the process is necessary to increase awareness and understand challenges. This was made evident in the final finding in which pre-service teachers reflected on their willingness to take on all tasks, even challenging tasks without proper training. The study impacts how teacher preparation programs could educate pre-service teachers by providing them with an opportunity to become familiar with the school structure before taking on the role of the teacher, specifically through situated learning, adaptive expertise, and reflection.
This study focused on a situated learning experience with the stakeholders in the school community with the goal of gaining an understanding and perspective of the structures and culture of the school. Situated learning is the process of pre-service teachers gaining experience while both participating in a community of practice—in this case, their school placement site—and immersing themselves in the culture of the school environment. The research sample included eight pre-service teachers and two administrators in three elementary school buildings. The study utilized narrative research methodology, which focused on exploring school structures and conceptualizing the participants' experiences through personal stories. This is triangulated through the data collection methods consisting of the participants' journals, structured open-ended interviews, and a focus group. While schools, in general, are thought to be very similar, in reality, the structures of each school vary in unique aspects. The results show that the situated learning experience was a benefit to understanding the constructs and function of each school. Also important were the perceptions of pre-service teachers and administrators in that they both valued the constructs of the environment, which included the relationships, stakeholders, and the feeling of being welcomed. Along with relationships was the importance of all stakeholders having the responsibility to make connections. Reflection was also a key result, showing the process is necessary to increase awareness and understand challenges. This was made evident in the final finding in which pre-service teachers reflected on their willingness to take on all tasks, even challenging tasks without proper training. The study impacts how teacher preparation programs could educate pre-service teachers by providing them with an opportunity to become familiar with the school structure before taking on the role of the teacher, specifically through situated learning, adaptive expertise, and reflection.
Date
2023
Publisher
Alverno College
Extent
102 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Experiential learning
Teachers--Training of
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Vossenkuhl, Angela D., “Views : situated learning experiences in the school community,” Alverno College Library Digital Commons, accessed May 13, 2024, https://alverno.omeka.net/items/show/905.