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Using Poetic Representation to Support the Development of Teachers' Knowledge

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Bibliographic Details
Title:	Using Poetic Representation to Support the Development of Teachers' Knowledge
Language:	English
Authors:	Hopper, Tim, Sanford, Kathy
Source:	Studying Teacher Education. May 2008 4(1):29-45.
Availability:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed:	Y
Page Count:	17
Publication Date:	2008
Document Type:	Journal Articles Reports - Evaluative
Education Level:	Higher Education
Descriptors:	Student Teachers, Preservice Teacher Education, Poetry, Teaching Methods, Knowledge Level, Knowledge Base for Teaching, Educational Experience, Student Teacher Attitudes, Student Development, Self Efficacy, Teacher Competencies, Self Evaluation (Individuals), Physical Education, Methods Courses, Language Arts, Foreign Countries
Geographic Terms:	Canada
DOI:	10.1080/17425960801976339
ISSN:	1742-5964
Abstract:	This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow.
Abstractor:	As Provided
Number of References:	66
Entry Date:	2008
Accession Number:	EJ811870
Database:	ERIC
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FullText	Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEY7to8u17dQeN7rWwgOWf5AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDK3aXUBGqUIiyGbTuAIBEICBmpI4R0iFDtFp3y7n7JCPnUsI2Cxfes0gkphK-Kir4SWMSdt9CHUaCzFm-hgSJUvxEZstXJWRft1_O_1IjI-xCqnvAkxDeIHEk5V2Ua9dJBkUTkvBXAvqQefho1CHlvLoWfRgOQrt9IfTW0bi3Nwj5aTSZRn1VzBiSJQFWrilGUB8QDriDLYYpwLXKB9-jppYBsCTwsngRdozXdQ= Text: Availability: 1 Value: <anid>AN0031373129;v1m01may.08;2019Mar20.13:19;v2.2.500</anid> <title id="AN0031373129-1">Using Poetic Representation to Support the Development of Teachers' Knowledge. </title> <p>This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow.</p> <p>Keywords: teacher knowledge; self-study; student teacher; poetic representation</p> <hd id="AN0031373129-2">Introduction</hd> <p> <emph>One of the things learned</emph> </p> <p> <emph>I really was worried about</emph></p> <p> <emph>I was a little bit confused</emph></p> <p> <emph>BUT</emph></p> <p> <emph>I've learned to hold on to what I have inside</emph> </p> <p> <emph>Developing confidence</emph> </p> <p> <emph>learning how I will react</emph></p> <p> <emph>being in the schools helped</emph> </p> <p> <emph>we felt more connected to the kids</emph> </p> <p> <emph>what they're doing</emph> </p> <p>(Extract from "Confidence in becoming a teacher")</p> <p>This article explores how poetic representations can be used to engage student teachers in a self-study of the process of learning to teach. The participants in our study experienced a novel teacher education program that integrated school experiences with university coursework. We explore how student teachers who experienced these school-integrated courses can articulate their insights on becoming teachers and how these insights can influence beginning student teachers entering their first school practicum experience.</p> <p>Traditional models of teacher education may unintentionally reinforce and perpetuate separation between preparation and practice, between theory and action, between faculty members and school teachers, and between education faculties and school districts. Although there have been many attempts to relocate teacher education within the school context, concerns have been raised that this approach could maintain the status quo by reproducing mindless practice (Burant and Kirby, 2002) and reducing the professional status of teaching to create a training mindset (Grimmett, [<reflink idref="bib19" id="ref1">19</reflink>]; Wideen, Mayer-Smith, &amp; Moon, [<reflink idref="bib63" id="ref2">63</reflink>]). Attempts to reshape teacher education programs tend to have limited success, eventually returning to a more traditional approach (Russell, [<reflink idref="bib45" id="ref3">45</reflink>]; Tom, [<reflink idref="bib59" id="ref4">59</reflink>]). Innovations in teacher education programs are too often "nullified by the structural fragmentation and competing agendas that typify traditional programs of teacher education" (Wideen et al., [<reflink idref="bib63" id="ref5">63</reflink>], p. 133). This article describes and interprets the effects of a School Integrated Teacher Education (SITE) project on the quality of student teachers' learning. SITE developed around a cluster of three courses, offered in the third year of a teacher education program, that develop student teachers' initial field experience in schools. The innovation described is an integrative approach to teaching course content in schools (Brouwer &amp; Korthagen, [<reflink idref="bib4" id="ref6">4</reflink>]; Darling-Hammond, [<reflink idref="bib12" id="ref7">12</reflink>]). Darling-Hammond ([<reflink idref="bib12" id="ref8">12</reflink>]) notes that these types of courses can create powerful experiences for student teachers when they maintain a tight coherence and integration with coursework and school-based field experiences, with pedagogies linking theory and practice.</p> <p>The student teachers in the study were in the third year of a 5-year degree when they participated in the SITE program. The third year of their program featured five upper-level undergraduate courses and seven education courses. This situation, created in part by degree and licensure requirements, meant that student teachers were enrolled in too many courses with no explicit connections between academic and professional courses. Many of the recurring problems in teacher preparation were exacerbated – the separation between theory and practice, the gap between learning content in university and teaching content in schools, and the transmission of knowledge without valuing students' own personal experiences (Russell, McPherson, &amp; Martin, [<reflink idref="bib46" id="ref9">46</reflink>]). To address these problems, instructors in three courses collaborated to create the SITE cluster of courses. A SITE course systematically incorporates school experiences into the teaching and learning of core concepts within university courses by providing the opportunity for student teachers to participate in a school culture. In SITE courses, student teachers gradually take responsibility for teaching episodes within a lesson while continually reflecting on shared experiences in a school context through systematic observation, active participation and joint reflection-on-practice. We have previously reported how SITE courses created a community of practice about teacher education for university instructors, student teachers, school administrators and school teachers (Hopper &amp; Sanford, [<reflink idref="bib24" id="ref10">24</reflink>]; Sanford &amp; Hopper, [<reflink idref="bib51" id="ref11">51</reflink>]). The research project has reported three major findings:</p> <p></p> <ulist> <item> 1. Student teachers' confidence and aptitude to teach physical education experienced significant growth (Hopper, Brown, &amp; Rhodes, [<reflink idref="bib23" id="ref12">23</reflink>]; Hopper &amp; Stogre, [<reflink idref="bib27" id="ref13">27</reflink>]).</item> <p></p> <item> 2. Student teachers were able to work with experienced teachers to develop innovative learning experiences for children around ongoing "teacherly conversations." Such conversations helped to sustain the collaborative relationship between local schools and the university (Hopper, Sanford, Lauzon, Yeo, &amp; Stogre, [<reflink idref="bib26" id="ref14">26</reflink>]; Sanford &amp; Hopper, [<reflink idref="bib49" id="ref15">49</reflink>])</item> <p></p> <item> 3. Student teachers experienced a significant tension between their desire to learn from experience in schools and the demands of learning content at the university (Sanford &amp; Hopper, [<reflink idref="bib50" id="ref16">50</reflink>]). The success of the project has been marked by the recognition of the SITE project by external review teams as a core innovation in the regular generalist elementary program at our university. The focus of this study is on how student teachers began to learn to become a teacher through SITE experiences and to determine how insights from SITE courses can inform our understanding of teachers' knowledge and how it develops.</item> </ulist> <hd id="AN0031373129-3">Self-Study and the Poetic Voice</hd> <p>We present student teachers' voices of learning to teach within SITE courses in a way that could be used by other student teachers to stimulate their thinking about teaching and to help them navigate the complex role of being a student while becoming a teacher. We use self-study as a lens to focus ourselves and other teacher educators on how student teachers learn to think like a teacher in relation to self, context, students, and content. Our goal is to engage student teachers in an intentional and systematic inquiry into their forming practice as teachers. The SITE project provided an ideal environment in which to engage in self-study because it was a situated learning community that created time and space for a reflective, collaborative and mutually-informing group of teachers, student teachers, and instructors (Loughran, [<reflink idref="bib36" id="ref17">36</reflink>]; Samaras, [<reflink idref="bib47" id="ref18">47</reflink>]). This community, formed around shared experience, came together to develop practice, understanding of practice, and ways to enrich students' learning.</p> <p>We join Dinkelman ([<reflink idref="bib13" id="ref19">13</reflink>]) in advocating that self-study, although focused on the self, offers an invaluable way for teachers to gain collective wisdom on teacher knowledge. Our understanding of self-study is grounded in sharing of notions of reframing the self within intersecting communities that seek to define and re-define the role of being a teacher. As communities of practice, SITE courses frame learning to teach as a process that develops from doing and knowing; <emph>becoming</emph> a teacher results from the practice of teaching in a context that acknowledges both university-learning and school-learning about teaching (Wenger, [<reflink idref="bib61" id="ref20">61</reflink>]). Using this perspective, we frame our study as an investigation into how the voices of generalist student teachers who have experienced SITE courses can inform our understanding of how teachers' knowledge initially develops, while at the same time exploring how the voices of experienced student teachers can allow new student teachers to study their personal sense of becoming a teacher.</p> <p>This self-study perspective led us to question how we wanted to represent the findings of the study and who our audience would be. We wanted student teachers and university colleagues to engage in the type of collective dialogical learning that the SITE project allowed. Richardson ([<reflink idref="bib44" id="ref21">44</reflink>], p. 924) captures our feelings: "It seems foolish at best and narcissistic and wholly self-absorbed at worst, to spend months or years doing research that ends up not being read and not making a difference to anything but the author's career." Guided by Richardson's ([<reflink idref="bib43" id="ref22">43</reflink>]) insights on poetic representations, we found a way to use our research findings to create a poem that offers a way of representing data as more than information. Poetic representation offers a co-constructed understanding that acknowledges the interview act as a jointly constructed process between participant and researcher. Knowledge within a poetic form is reflexively constructed by readers as they engaged in the poetic form purposely constructed by the researcher from the participants' words (Richardson, [<reflink idref="bib43" id="ref23">43</reflink>]). As noted by Sparkes, Nilges, Swan, and Dowling ([<reflink idref="bib58" id="ref24">58</reflink>], p. 169), "poetic representations ... enable us to see, feel, and analyze the familiar in new ways, inviting us to reflect on the circumstances of others and ourselves in ways that tolerate ambiguity, celebrate process and openness, and avoid premature closure." We believe that this form of representation allowed us to present our findings in a way that colleagues and students alike, could engage in at both personal and academic levels.</p> <hd id="AN0031373129-4">Teacher Knowledge and Teacher Education Field Experiences</hd> <p>Drawing on Munby, Russell and Martin's ([<reflink idref="bib40" id="ref25">40</reflink>]) use of Bruner ([<reflink idref="bib5" id="ref26">5</reflink>]), we understand teacher knowledge to be based on two fundamental modes of thought, narrative and paradigmatic. Propositional knowledge and research findings contribute to paradigmatic thinking, while the unique contexts of particular classrooms contribute to a narrative mode rich in anecdotes and stories. Although the narrative mode comes naturally to most teachers, paradigmatic thinking is less natural and is only developed in preliminary ways in preservice teacher education programs.</p> <p>Traditionally, teacher education has developed around a set of discipline and content methods courses that are taught at a university and then transferred by student teachers into practice in a school-based practicum (Tom, [<reflink idref="bib59" id="ref27">59</reflink>]). Early ideas of the nature of teachers' knowledge grew from this tradition and focused on models proposing that differences in teachers' knowledge are due to the differences between knowing content and having experience applying it in practice. Information-processing studies focused on the cognitive processes teachers use in thinking about teaching and expert-novice studies focused on unravelling the knowledge structures of each group (Berliner, [<reflink idref="bib2" id="ref28">2</reflink>]; Kagan, [<reflink idref="bib28" id="ref29">28</reflink>]; Wideen et al., [<reflink idref="bib63" id="ref30">63</reflink>]). The concept of pedagogical content knowledge (PCK) shifts the emphasis away from teachers and what they know toward the relationship between teachers, students and subject matter. Studies of PCK involve both what the teachers know about their subject matter and how that knowledge is translated into classroom curricular activities. PCK implies that teachers "transform their own content knowledge into pedagogical representations that connect with the prior knowledge and dispositions of the learner" (Shulman &amp; Quinlan, [<reflink idref="bib56" id="ref31">56</reflink>]). Drawing on a more narrative understanding of teachers' knowledge, the concept of teachers' practical knowledge (also referred to as personal practical knowledge and experiential knowledge) has been developed to shift the focus of teacher knowledge research more into the realm of situated learning and teacher identity (Clandinin &amp; Connelly, [<reflink idref="bib9" id="ref32">9</reflink>]). Grounded in Schön's ([<reflink idref="bib53" id="ref33">53</reflink>]) epistemology of practice, teachers' practical knowledge relates to research within classroom settings and highlights the complexities of interactive teaching and thinking-in-action as each student teacher develops the professional identity of a teacher.</p> <p>Despite research that has reframed our understanding of the nature of teachers' knowledge, teacher education programs generally persist in locating discipline and content methods courses at the university where knowledge is transmitted to students, resulting almost inevitably in a gap between theory and practice. To address this gap, teacher education programs provide field experiences designed to help student teachers connect theory and practice. Terms such as field-based, clinical, school-based and integrative have been identified in the teacher education literature to frame the school and university relationship. Field-based teacher education refers to experiences in schools where student teachers learn the role of teacher and the nature of schools. Field-based experiences such as observations, tutoring, teaching practice, and internships usually occur after completing university course requirements, sometimes with supporting seminars (Duquette, [<reflink idref="bib14" id="ref34">14</reflink>]; MacDonald, Mckinnon, Joyce, &amp; Gurney, [<reflink idref="bib37" id="ref35">37</reflink>]; Shen, [<reflink idref="bib54" id="ref36">54</reflink>]; Wiseman, [<reflink idref="bib64" id="ref37">64</reflink>]). Clinical experiences are characterized by the course instructor's careful planning and stipulation of goals, including microteaching, orientation visits to schools and teacher-aid roles (Clarken, [<reflink idref="bib11" id="ref38">11</reflink>]; Metcalf, [<reflink idref="bib39" id="ref39">39</reflink>]). These clinical experiences are complemented by campus-based teacher education where theories of teaching and learning are presented and studied (Blocker &amp; Mantle-Bromley, [<reflink idref="bib3" id="ref40">3</reflink>]; Metcalf, 1996). Both these terms highlight the separation between universities and schools: field-based experiences are centred at the school while clinical experiences are centred at the university. School-based teacher education programs re-locate the responsibility of preparing teachers to schools, with universities playing only a minimum consultative role. In the UK, for example, a consortium of schools is entitled to conduct a government endorsed training program leading to formal teacher qualifications. In the USA, the work of the Holmes group has led to the creation of professional development schools (PDS) as a more collaborative approach to school-based teacher education between universities and groups of schools (Holmes Group, [<reflink idref="bib21" id="ref41">21</reflink>]; Zeichner, [<reflink idref="bib65" id="ref42">65</reflink>]). Although there are some notable exceptions, Canada has not seen an overall, sustained movement to shift the university and school relationship (Russell et al., [<reflink idref="bib46" id="ref43">46</reflink>]).</p> <p>In each of these settings, the prospective teacher is a student while learning the theory and knowledge for teaching (paradigmatic) at the university. In contrast, the prospective teacher is a student–teacher while learning the practice and roles of a teacher (narrative) in the school context. Following Brouwer &amp; Korthagen ([<reflink idref="bib4" id="ref44">4</reflink>]) and Bullough &amp; Gitlin ([<reflink idref="bib6" id="ref45">6</reflink>]), we have framed the school field experience as part of an integrative approach to the teaching of course content. In this way the school context can be integrated with the teaching of course content, with prospective teachers and university instructors moving back and forth from school to university as they progress through the curriculum of a particular course. In our integrated approach the university courses, organized around a cohort of student teachers with similar timetables, can provide field experiences in a cluster of schools that offer a shared experience for the student teachers and the instructors. The shared experiences then become part of the content of the courses, with the opportunity to construct both narrative and paradigmatic teacher knowledge simultaneously. We believe that these field experiences move beyond classroom-only placements to encompass the larger picture of teachers' intricate roles within a school and its communities while highlighting the learning needs of all student teachers (Burant &amp; Kirby, [<reflink idref="bib7" id="ref46">7</reflink>]; Zeichner, [<reflink idref="bib66" id="ref47">66</reflink>]).</p> <hd id="AN0031373129-5">Context of the Study</hd> <p>The integrated experience under investigation took place with three cohorts of 30 students over a 3-year period. Each year, SITE courses included a Language Arts (LA) methods course, two sections of a Physical Education (PE) methods course and school-based seminar classes. In SITE courses, student teachers participated in lessons taught in local schools as a fundamental part of learning course content. In PE methods courses, the university instructors taught 8 of 44 classes to school children of different grades, with student teachers gradually taking over the teaching of two lessons in the school. In LA methods courses, classroom teachers modelled their practice over three lessons before giving student teachers an opportunity to teach classes of children in pairs. In the seminar classes, student teachers visited the same schools for 5 of the 12 lessons in the course as part of course requirements to observe how schools and classrooms function.</p> <p>Instructors met every 2 weeks as part of a research group committed to integrating their courses in schools. The research group consisted of two research assistants and four instructors, two of whom were researchers. Each meeting had an agenda that allowed for discussion of events in schools as well as plans to develop the project. Members of the group became quite involved in the stories of each other's courses, sharing stories about student teachers they taught and developing common insights about teaching practice at the university and in the schools. Discussion focused on insights about how the existing program supported or conflicted with the SITE courses and on the complexities of the politics involved in developing SITE courses. For example, unlike the PE classes, the LA classes required student teachers to observe school teachers rather than university instructors. Initially, this situation was stressful as some teachers declined to participate, but over time the teachers learned to draw on the student teachers to contribute to their lessons.</p> <p>Staff and principals of schools in the SITE project met three times a year with the research team. This relationship fostered support and trust that allowed the teachers to reframe how they viewed working with student teachers. Prior to working with the SITE project, one school had not taken a student teacher for 3 years because they were "too much work." Within 2 years of working with the SITE project, the principal noted with pride at a SITE meeting, "I just realized, right now we have 17 student teachers in our school."</p> <p>Feiman-Nemser ([<reflink idref="bib16" id="ref48">16</reflink>]) and Korthagen et al. ([<reflink idref="bib30" id="ref49">30</reflink>]) articulate fundamental principles for teacher education practice that are exemplified by the field experiences, tasks and assignments in the SITE courses. Specifically, SITE courses were designed to:</p> <p></p> <ulist> <item> 1. Develop student teachers' capacity to read the context of the school (through observation assignments, case studies of children, and assisting teachers).</item> <p></p> <item> 2. Encourage student teachers to interpret theory in practice (by observing university instructors teach lessons that were modelled at the university).</item> <p></p> <item> 3. Engage student teachers in constructing lessons in relation to the children they were working with in the schools (by considering education philosophies, lesson resources, units, yearly overviews and assessment strategies).</item> </ulist> <p>In particular, the student teachers learned by creating lessons based on course materials that they later taught to their peers, analyzed with their peers, and then re-taught to children in the school. In all the tasks and assignments, student teachers worked in pairs or small groups, participated in a course listserve to share course topics and experiences, and planned and analyzed their teaching experiences. Across the three courses, a common practice was to help students unpack their previous assumptions regarding LA and PE, teaching and learning, and the role of the teacher as they developed a teacher identity based on learning from experience (narrative perspective) and connecting back to theory (paradigmatic perspective).</p> <hd id="AN0031373129-6">Research Methodology: Poetic representation</hd> <p>The ways in which qualitative researchers reveal "the results of the inquiry" and initiate a relationship with those who are exposed to the findings are a critical part of how qualitative research can inform and transform the context of research (Gergen &amp; Gergen, [<reflink idref="bib17" id="ref50">17</reflink>]). Traditionally, qualitative research in teacher education has relied on the realist tale that seeks to map the social landscape and create an overview of the social phenomenon under investigation (Van Maanen, [<reflink idref="bib60" id="ref51">60</reflink>]). This can be a productive way of inviting readers with some familiarity to recognize and understand a social context, but this method only offers the author's interpretation of data. With tightly edited quotations woven around scholarly developed themes, the realist tale offers a text without the presence of an author to provide a sort of authoritative account representing the voice of "others." Such an account reports the research findings, but the data only offer an outsider's point of view. Within this study we have elected to represent the core of the coded data from graduating student teachers in the form of a poem followed by beginning student teachers' responses to the poem presented in a more traditional realist account. The authors wrote two poems using only the participants' actual words in interviews. Participants' phases were woven together based on the thematic analysis of the data but limited to the words taken directly from transcripts (Butler-Kisber, [<reflink idref="bib8" id="ref52">8</reflink>]; Prendergast, [<reflink idref="bib42" id="ref53">42</reflink>]; Richardson, [<reflink idref="bib43" id="ref54">43</reflink>]). Although the poem is the authors' representation of the data, more of the task of interpreting the data is given over to the reader with the words of the participants pieced together as whole, creating a more participative role for the reader to co-create meaning with the text.</p> <p>Using spaces, word emphasis, positioning on the page, line breaks, metaphor and imagery, the poetic form creates a structure that engages the reader in the text in a way that differs from more formal academic presentation of data findings. Readers are drawn into the world of the participants because they are asked to construct meaning with their own understandings within the spaces provided by the poem (Butler-Kisber, [<reflink idref="bib8" id="ref55">8</reflink>]; Glesne, [<reflink idref="bib18" id="ref56">18</reflink>]; Richardson, [<reflink idref="bib44" id="ref57">44</reflink>]; Sparkes et al., [<reflink idref="bib58" id="ref58">58</reflink>]). The work of the poem is situated within the person as reader as well as connected to the social world of the participants. In addition, the poetic form can more closely represent the way we speak, with pauses, hesitations, repetition and variations in tone, than traditionally edited quotations in a realist tale, thereby creating a more aesthetic feel with an emotional sense of the participants' voices (Richardson, [<reflink idref="bib43" id="ref59">43</reflink>]).</p> <p>These insights led us to use poetic representations as a way for student teachers to engage the data in a reflexive process. We used the poem with the student teachers to analyze their own ideas about becoming a teacher, extending their interaction with the data (Richardson, [<reflink idref="bib43" id="ref60">43</reflink>]; Sparkes, [<reflink idref="bib57" id="ref61">57</reflink>]; Sparkes et al., [<reflink idref="bib58" id="ref62">58</reflink>]). The research study took on a form of critical reflection for the participants whose words created the poem and for novice student teachers who subsequently read the poem, creating what Lather ([<reflink idref="bib33" id="ref63">33</reflink>], [<reflink idref="bib34" id="ref64">34</reflink>]) and Kincheloe and McLaren ([<reflink idref="bib29" id="ref65">29</reflink>]) call catalytic validity. In other words, the inquiry developed insights through the inquiry process that directly influenced participants as they gained self-awareness, self-understanding and self-determination through the research process. The validity of the poetic representation is apparent not in the representation of an external world, but in the resonance with the participants in a way that "re-orients, focuses, and energizes participants in what Freire ([<reflink idref="bib15" id="ref66">15</reflink>]) terms 'conscientization'" (Lather, [<reflink idref="bib32" id="ref67">32</reflink>], p. 67).</p> <p>In qualitative research, poetic representations are created to "make the worlds of others accessible to the reader" (Sparkes, [<reflink idref="bib57" id="ref68">57</reflink>], p. 107). Our approach was to identify the participants' underlying themes and then to reorganize these lines, in participants' own words, while invoking literary devices to make meanings clearer in a poetic form. The transcripts were made available for the participants to read and confirm. Each participant reported that the poem did capture their feelings about the experience of the SITE courses. Even though it was constructed from extracts from each of their transcripts, participants all felt that the entire poem resonated with their experiences of learning to teach. Richardson ([<reflink idref="bib43" id="ref69">43</reflink>], p. 108) argues that "poetry is thus a practical and powerful method for analyzing social worlds" because the poems allow the reader to see and feel the world of the participant more closely. The poetic form reduces a transcript to a condensed but crafted form that allows readers to access their own thoughts and connect to others' experiences (Madill &amp; Hopper, [<reflink idref="bib38" id="ref70">38</reflink>]). Furthermore, the poetic representations allow the reader to search for further meaning between the lines and the structure of the poem; thus multiple readings can occur and no single truth needs to exist (Sparkes, [<reflink idref="bib57" id="ref71">57</reflink>]; Sparkes et al., [<reflink idref="bib58" id="ref72">58</reflink>]). Such a promise seemed an ideal way to draw colleagues and other student teachers into a lived sense of SITE courses, both for the student teachers in the study and for future student teachers.</p> <hd id="AN0031373129-7">Data Analysis and Findings</hd> <p>Data collection for this study included interviews with five student teachers, first following their initial practicum and then again a year later as they finished their teacher education program. Each student generated transcripts in the range of 3000 to 6000 words. The student teachers were selected because they were willing to be interviewed, had experienced three SITE courses, represented a range of academic achievements, and spanned 2 years of the SITE courses. They were asked questions that focused on identifying how they learned and how the differences in the SITE experience from their typical preparation in the program influenced their development as a teacher. Three researchers (including two instructors) and a research assistant analyzed the student teachers' interviews, focusing on ideas arising from their comments about their development as teachers. Analysis using qualitative software NUD*IST Vivo (Bazeley &amp; Richards, [<reflink idref="bib1" id="ref73">1</reflink>]) and paper-and-pencil memoranda created coding used to develop initial data sets. The data were integrated and synthesized into a meaningful library for the research program. The research team then examined data sets, comparing coding and checking for agreement and reflecting on personal meaning making in relation to the SITE project.</p> <p>The student teachers confirmed the recurring themes from the study of community, relationship and confidence (Hopper &amp; Sanford, [<reflink idref="bib25" id="ref74">25</reflink>]). Focused on the organizing theme of "confidence" in becoming a teacher, patterns of meaning were represented as key words and sentences from the participants' transcripts. These extracts were identified by the researchers and then arranged into a poem to represent the voices of the participants, offering a thematic play-back of their insights edited purposefully by the authors to engage the reader emotionally with participants' reflections on becoming a teacher. After the poem was read and revised by each researcher and then shared with colleagues and students for responses; minor changes were made. The poem should be read as a co-constructed representation of the experience of becoming a teacher. The researchers have selected the participants' words but the words are only what the participants have said when asked about the SITE courses. There is no claim that this representation is more authentic than any other form, but the poetic form does invite the reader to read between the lines to get a feel for how the participants reflected on the SITE courses and their development as teachers. The visual representation of the poem at times emphasizes the I of the participant and then slides across the column to emphasize the we or the shared experience and then shifts back and forth between the personal and social contexts of their learning at the school and the university.</p> <hd id="AN0031373129-8">Confidence in Becoming a Teacher: Things I think I learned</hd> <p>One of the things learned</p> <p> I really was worried about</p> <p> I was a little bit confused</p> <p> BUT</p> <p>I was holding on to what I have inside</p> <p> I thought that's okay</p> <p> that's just who I am</p> <p>that's not going to change</p> <p> I <emph>am</emph> more expressive</p> <p> more open</p> <p> more willing to explore</p> <p> that <emph>has</emph> changed</p> <p>Being in the classroom</p> <p>having a chance to see what really works</p> <p> go with what I feel</p> <p>I've learned to hold on to what I have inside</p> <p>Developing confidence</p> <p> learning how I will react</p> <p>being in the schools helped</p> <p>we felt more connected to the kids</p> <p>what they're doing</p> <p>I felt uncomfortable at first</p> <p>being in the schools helped</p> <p>knowing what it's like</p> <p>being in other classrooms</p> <p>in other schools</p> <p>so we knew the general routine</p> <p>what goes on</p> <p>I've grown immensely as a teacher</p> <p> started out as someone with no experience</p> <p> at all</p> <p>now able to go to a classroom</p> <p> feel comfortable</p> <p>I know how to take care of the curriculum</p> <p>I know how to manage kids</p> <p> I really felt like</p> <p> I was a student teacher</p> <p> I was practicing, developing</p> <p> Now</p> <p>I could be a teacher</p> <p> I was a teacher in the schools</p> <p> I am a teacher</p> <p>I've learned the necessary tools</p> <p> to continue to develop SITE courses helpful</p> <p>Oh absolutely,</p> <p>more than anything,</p> <p>just feeling comfortable being there</p> <p> more and more</p> <p>I can take over as a teacher now</p> <p>Just walking into a classroom feeling</p> <p>comfortable</p> <p>being there</p> <p>the first time I went to teach PE</p> <p>I was just terrified of them</p> <p>I don't know why.</p> <p>I don't know why I was so terrified.</p> <p>I wasn't terrified of the kids</p> <p>just of the whole school</p> <p>the teachers at the school.</p> <p>I had the impression that I would be a good teacher</p> <p> I derived validation</p> <p> from the marks in class</p> <p> I still had that mind set...</p> <p> high achiever kind of thing</p> <p> didn't take very long to figure out</p> <p>I had to be competent</p> <p>learn the things</p> <p>I needed to learn</p> <p>much more important</p> <p>was to take those things and apply them</p> <p> when we started to go into</p> <p>little PE classes</p> <p>all the time</p> <p>a light was going on in my head</p> <p>oh yeah...</p> <p>we are supposed to be doing this...</p> <p>oh yeah...</p> <p>this is what we learned.</p> <p>actually seeing it</p> <p>an environment that was safe</p> <p>I wasn't the centre</p> <p>of the teaching show</p> <p> was a safe place to start</p> <p>having the things</p> <p>that would prove me</p> <p>to be a good teacher</p> <p>how to be involved in the school with the</p> <p>staff</p> <p>everyday running</p> <p>of the school</p> <p>I think being flexible is huge</p> <p> you really have to be flexible</p> <p>because of the programs</p> <p>for the kids</p> <p>I remember</p> <p> I had a breakthrough</p> <p> teaching our PE dance lesson.</p> <p>There was a point when I caught myself,</p> <p>I was teaching,</p> <p> watching the cute little things</p> <p> wondering if they were getting it,</p> <p>then realizing...they were learning.</p> <p> It was really quite neat.</p> <p>I knew the routine of the lesson so well</p> <p> I could actually focus my attention</p> <p> on the kids!</p> <p>It seems so selfish</p> <p> when you realize how much time</p> <p> I've been thinking about myself!</p> <p> So many things I'm learning...</p> <p>We sensed that the poem reflected how student teachers in the SITE courses experienced two identities, a student identity focused on more paradigmatic university course content and theoretical notions of learning to teach, and a teacher identity that was more narrative, personal and based on school-based practical knowledge of being a teacher. Shifting between student identity and teacher identity allowed the students in SITE courses to gain confidence in their ability to be teachers as they interpreted content from university courses. The integrated nature of this situated way of learning created teacher knowledge that was located both in the university courses and the school experiences incorporated in the courses. The poem was used with the intake of students in the following year in an attempt to pass on this learning and to see if the poem evoked similar responses from student teachers engaged in SITE courses before their first practicum.</p> <hd id="AN0031373129-9">Encouraging Self-Study for Beginning Student Teachers</hd> <p>We turn now to a realist account that summarizes the responses to the poem by student teachers in the following year of the program. The poem was introduced to student teachers as insights from graduating student teachers who had experienced similar SITE courses. The responses from these students, before their first practicum, speak to the catalytic validity of the poem and its capacity to connect to the social world that the students were experiencing, evoking a range of responses and connecting the parts they knew into a whole they could understand and believe in. The students generated responses to the poem on an electronic listserve as part of the student teaching seminar. They were invited to participate in the listserve at any time during the term regarding issues they found interesting; responses were not evaluated. For the class of 28 students, approximately 2000 words of e-mail data were combined with comments made in class and analyzed into three categories of responses using basic coding practices in the NVivo software. The instructors in the class confirmed that these categories represented how they felt the students in class and on the listserve read and responded to the poem.</p> <hd id="AN0031373129-10">Connecting and Identifying with Peers</hd> <p>Hearing the poem immediately caused the student teachers to respond reflectively as they found connections with their graduating colleagues:</p> <p>When reading the poem I felt like I was reading my own thoughts.</p> <p>The poem is very comforting to me because it allows me to know that there are other people going through the same thing I am.</p> <p>The poem seemed to allow the student teachers to believe they would become the teacher they imagined. It reassured them that the stressful situations they were experiencing with too many courses and the daunting task of leading a class as a teacher were part of a progression. As one student said,</p> <p>We have to teach the lessons ... [and] be able to observe the children to see if the lesson is effective, if they are understanding it, or do we need to explain it in another way? When we are so nervous at first, it is more difficult to do this, but this poem is comforting; it reassures us that we will eventually gain confidence, lose that nervousness and feel competent teaching.</p> <hd id="AN0031373129-11">Fear of Failure</hd> <p>The poem allowed the students to voice publicly for the first time their fear of failure. This fear manifested itself in several ways.</p> <hd id="AN0031373129-12">Letting go of Being a Successful Student as Determined by Grades</hd> <p>Many students re-stated the poem saying that they needed to step out of their "needing to get an A mindset." As one student said, "I could really relate to it entirely. The part that really hit home was the 'I still had that mind set ... high achiever kind of thing.'" The importance of disrupting the student idea of being successful was a major insight for all the students.</p> <hd id="AN0031373129-13">Worried about Having Something of Value to Offer as a Teacher</hd> <p>As students moved from the university student mindset and an external value of their success, they were confronted by the fear of not being able to teach: "My biggest concern is that I will have something of value to offer to the students." Another student said, "Before hearing the poem, I was questioning my capabilities of taking part in this profession." A third student said, "I was a really shy and timid child. And that part of who I am is still inside me somewhere. The idea of walking into a school as if I have something to offer is terribly unnerving to me." Letting out these self-doubts seemed to strengthen the students' commitments and sense of social support from the class. Agreeing with each other, students voiced the growing confidence of the group captured in the poem. One student admitted, "It is just this underlying fear of failure that hinders me. But now that I've expressed this to all of you, I have no excuses. I am accountable, and I'm going get it done."</p> <hd id="AN0031373129-14">Anxious about Making Mistakes in a Teacher's Class</hd> <p>The integrated nature of the courses allowed students to shift from the student role to address self-doubts and confront the worries about the unfamiliar role of teacher. As one student stated, "the part of the poem that spoke to being terrified of the school and the teachers really struck a chord with me." This worry seemed to be something that every student harboured as the examples of responses below show:</p> <p>Sponsor teacher...I feel paralyzed by the notion that he will judge me, will not understand that deep beneath the surface, beneath my imperfections, I have a love for the students I have not yet even met, and a passion for helping them learn and grow.</p> <p>Even in the school observations I was fairly nervous. I was worried that I would make mistakes and that the teachers might not approve.</p> <hd id="AN0031373129-15">Shifting from a Student Mindset to a Teacher Mindset</hd> <p>The poem acted as conduit for the situated learning occurring in the SITE courses. This situated learning allowed the students to observe, negotiate and participate in the role of teacher. The work of Lave and Wenger ([<reflink idref="bib35" id="ref75">35</reflink>]) and Wenger ([<reflink idref="bib61" id="ref76">61</reflink>]) on situated learning articulates this process well, indicating that the preparation of professional teachers at the university focuses learning on the practice of being a student rather than on the lived experiences of being a teacher. As their theory of legitimate peripheral practice indicates, learning to become a teacher is not the reception of factual knowledge or information but rather the legitimate participation in a community of practice focused on the learning of children.</p> <p>All students indicated that the poem confirmed how their SITE experiences shifted their lived sense of being a student to a new experience of being a teacher. One student commented:</p> <p>I also can relate to the part about selfishness. When I first started, I was all excited for myself. The observations were for my benefit and I thought that it was really good for me. It was. But over time, I am consistently more excited for the students I am helping than for myself.</p> <p>The excitement of actually working with children allowed the students to identify with their colleagues' voices in the poem. As one student said, "opportunity to work with the children individually has been the most influential because it has made me more confident and conscious of my teaching abilities." Another student added, "The classroom environment is where we feel more connected to the children and with what they are doing. Being in the classrooms has been extremely helpful and I have learnt more there than from any lectures that I have sat through." The contrast between the way the university frames learning and the way the SITE courses encouraged learning was apparent in these comments.</p> <p>For many students, the critical shift identified by the poem was that the SITE courses allowed them opportunities to voluntarily teach children. The following two responses to the poem highlight this:</p> <p>I'm currently working with an ESL student in a resource room classroom ... The highlight of my week is when I can teach her a few new words and then she comes back the next week and remembers what the words were, and can even comprehend their meanings. Not too shabby considering she's only been in the country a couple of months.</p> <p>We ended up teaching a class for her [the teacher] over reading break because we wanted to give the students a chance to experience a really involved PE class. The lesson went really well and the kids seemed to have a great time. It's just kind of funny, after looking at the poem again, to realize that we taught the class because we wanted to, not because we had to for marks ... genuinely liking to help the kids succeed and have fun!</p> <p>The fact that student teachers wanted to teach the class, independent of marks, underscores a fundamental shift in the way that they understood their developing teacher knowledge. The poem engaged them by promoting a kind of self-study of the way they were learning. They valued each others' experiences, a key factor in Dinkelman's ([<reflink idref="bib13" id="ref77">13</reflink>], p. 14) description of self-study as a "reflection rooted in a shared context, characterized by common experiences stemming from participation in a mutually constructed set of teacher education activities." The notions of flexibility, comfort, learning from mistakes, "not being at the centre of the teaching show," and the focus on the quality of children's learning allowed students to articulate how they were coming to understand teacher knowledge from the virtual experience of being a teacher that the integrated courses offered them. As one student said, "I was able to try out my own teaching approaches with students and their response was incredible. It felt very empowering and gratifying." Another student summarized her notion of teacher knowledge developing in the temporary role of teacher by learning the "ability to exist comfortably in a teaching position, while balancing the required curriculum with the personal things that I bring to the class, and with the individual situations that each student brings to the class." Her comment seemed to embody the notion of pedagogical content knowledge described by Shulman ([<reflink idref="bib55" id="ref78">55</reflink>]).</p> <hd id="AN0031373129-16">Conclusion: Poetic representation for developing teacher knowledge through self-study</hd> <p>As teachers we are living contradictions; we develop personal living theories about teaching that continually nudge us to question our actions, motives, and beliefs (Whitehead, [<reflink idref="bib62" id="ref79">62</reflink>]). The poetic form allows these contradictions to be expressed, reflected upon and connected to the challenges of becoming a teacher. The poem that developed from a 3-year study of student teachers resonated with the new student teachers who were experiencing the SITE courses for the first time. The poem allowed them to recognize a shared, situated and social experience of learning to teach and to articulate a complex understanding of teacher knowledge. Although self-study begins with self-reflection, it must involve a caring community where we can openly examine our actions in relation to our practices (LaBoskey, [<reflink idref="bib31" id="ref80">31</reflink>]). The poem offers a conduit of self-reflection from one reflective community to the next; from one teacher group to one teacher-to-be group. The poetic form offers exciting self-study practice for connecting one year of students to the next. As noted by Hawkey ([<reflink idref="bib20" id="ref81">20</reflink>]), Nettle ([<reflink idref="bib41" id="ref82">41</reflink>]), Samaras and Shelly ([<reflink idref="bib48" id="ref83">48</reflink>]) and Hopper ([<reflink idref="bib22" id="ref84">22</reflink>]), using one set of more experienced student teachers to mentor another group of new student teachers has considerable potential to develop the teaching profession, because situated and personal notions of learning to teach are acknowledged and combined with disciplined-based knowledge. We construct our own theories not by learning others' ideas on theories but through our own realization of these ideas from a dialogical reflection with others and adaptation to emergent circumstances (Clarke, Erickson, Collins, &amp; Phelan, [<reflink idref="bib10" id="ref85">10</reflink>]). The poem created the dialogical space for self-study reflection to start for the beginning student teachers as it also allowed the graduating student teachers to frame their lived theories of becoming a teacher. The poem represented typical events that were simplified but at the same time much more fully perceived by the readers; it added a sense of belonging to the process of becoming a teacher. For the beginning student teachers, the poem offered a transition from theory-driven definitions of teacher knowledge to practical accounts of teacher knowledge, one that they immediately recognized.</p> <p>The SITE project created a situated learning space that allowed the students to enter the teaching profession through an already formed community of practice of teaching and learning to teach. This community had developed over time from a relationship grounded in a trusting and supportive attitude between university and school that allowed students to enter schools as an asset and not a burden to the school community (Hopper &amp; Sanford, [<reflink idref="bib25" id="ref86">25</reflink>]). The school experiences, systematically integrated into the university courses, allowed a narrative mode of thinking to frame teacher knowledge as the students learned to interpret and apply a more paradigmatic mode of thinking about teaching from the university to the context of the teaching children in schools.</p> <p>Drawing on the information-processing studies, models of teachers' professional development illustrate how novice teachers mature in their thinking about teaching as they develop teacher identities (Berliner, [<reflink idref="bib2" id="ref87">2</reflink>]; Kagan, [<reflink idref="bib28" id="ref88">28</reflink>]; Wideen et al., [<reflink idref="bib63" id="ref89">63</reflink>]). A synthesis of these models reveals three general phases for student teachers:</p> <p></p> <ulist> <item> 1. A struggle to think about themselves as teachers and having concerns as to whether they can lead a class and take on the responsibilities of a teacher.</item> <p></p> <item> 2. A move from a focus on themselves to concerns about managing pupils, learning classroom procedures, planning lessons and presenting information clearly.</item> <p></p> <item> 3. A focus on whether they have helped children learn as classroom procedures become increasingly automatic.</item> </ulist> <p>The poem captures each of these levels as the graduating student teachers reflected back on their learning in the SITE courses. In capturing their reflections, the poem passes on a theory of teacher development to the next generation of student teachers as noted earlier by the student teachers' responses to the poem. The poem also highlights how student teachers, if their learning is integrated and gradually introduced to the context of teaching in a school, are sometimes able to operate at highly developed levels, "I knew the routine of the lesson so well I could actually focus my attention on the kids." The importance of the capacity of student teachers to focus on children's actual learning before they enter their first practicum cannot be overstated. SITE courses allow the student teachers to build up confidence in their capacity to take on the managerial role of teacher as they attend to lesson planning and classroom procedures.</p> <p>Teacher knowledge developed within the SITE courses captures the ideas advocated in the concept of pedagogical content knowledge. SITE courses allowed combined school-based narrative knowledge and university-based paradigmatic knowledge to be seen as integrated content translated from classroom events. Student teachers are highly interested and motivated to learn this integrated content. By working through a series of tasks and assignments designed to prepare them to take responsibility for the productive learning environment of the children, they feel comfortable examining their preconceptions of teaching as they learn to recognize child learning and effective teaching behaviour. The nature of the SITE courses allows student teachers to start developing teacher knowledge as they learn to translate subject-matter into classroom curricular activities for diverse learners.</p> <p>Munby et al.'s ([<reflink idref="bib40" id="ref90">40</reflink>]) review summarizes the tensions within the field of teacher education research. Ideas consistent with constructivist accounts of learning are injected into courses with little attention to how these ideas are taught or to the wider considerations of the program that generate the overall learning experience of the student. This problem is further compounded because teacher knowledge is theoretical and at the same time practical, but only realized in practice, as they note, "that part can only be learned in practice, the very setting over which teacher educators have little direct control" (Munby et al., pp. 895–896). The SITE project allowed actual lessons in schools to become the content of the course for student teachers. Although some school practices did not align with what was taught at the university, the student teachers were encouraged to question these practices in their school contexts rather than simply dismissing them out of hand.</p> <p>The complexity of learning to teach, the contradictions in how students are taught in teacher education programs and the critical role that practical experience in school has on students who are learning to teach all need to be addressed more explicitly by teacher education programs. The manner in which university courses are developed, implemented and assessed requires continuous re-design to enable situated and integrated learning of teacher knowledge in contexts of productive learning, both in schools and within programs of teacher education (Feiman-Nemser, [<reflink idref="bib16" id="ref91">16</reflink>]; Munby et al., [<reflink idref="bib40" id="ref92">40</reflink>]; Sarason, [<reflink idref="bib52" id="ref93">52</reflink>]). 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Header	DbId: eric DbLabel: ERIC An: EJ811870 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: Using Poetic Representation to Support the Development of Teachers' Knowledge – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hopper%2C+Tim%22">Hopper, Tim</searchLink><br /><searchLink fieldCode="AR" term="%22Sanford%2C+Kathy%22">Sanford, Kathy</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Studying+Teacher+Education%22"><i>Studying Teacher Education</i></searchLink>. May 2008 4(1):29-45. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2008 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Poetry%22">Poetry</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/17425960801976339 – Name: ISSN Label: ISSN Group: ISSN Data: 1742-5964 – Name: Abstract Label: Abstract Group: Ab Data: This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 66 – Name: DateEntry Label: Entry Date Group: Date Data: 2008 – Name: AN Label: Accession Number Group: ID Data: EJ811870
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17425960801976339 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 29 Subjects: – SubjectFull: Student Teachers Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Poetry Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Knowledge Level Type: general – SubjectFull: Knowledge Base for Teaching Type: general – SubjectFull: Educational Experience Type: general – SubjectFull: Student Teacher Attitudes Type: general – SubjectFull: Student Development Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Teacher Competencies Type: general – SubjectFull: Self Evaluation (Individuals) Type: general – SubjectFull: Physical Education Type: general – SubjectFull: Methods Courses Type: general – SubjectFull: Language Arts Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Using Poetic Representation to Support the Development of Teachers' Knowledge Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hopper, Tim – PersonEntity: Name: NameFull: Sanford, Kathy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 1742-5964 Numbering: – Type: volume Value: 4 – Type: issue Value: 1 Titles: – TitleFull: Studying Teacher Education Type: main
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