Abstract
Using lecture is a standard method of teaching that offers students information the teacher would like the whole class to know. In this study, the researchers examined student teachers' lecture transcripts and identified when and why cooperating teachers inserted themselves into their lessons. The researchers used Post's (2007) work as the conceptual framework to analyze insertions by the cooperating teacher. This topic was investigated by the researchers who are faculty in the teacher education department after several student teachers reported that cooperating teachers were inserting themselves into the lessons they were teaching. As teacher educators, we wanted to explore how often this happened and why it happened. This paper explores how often student teachers actually have cooperating teachers interject in their lessons, what type of insertion it is, and what lessons do interruptions occur in? For example, is it an issue that occurs near the beginning of their student teaching, or do the interjections occur throughout the semester that student teaching occurs? These were the research questions that drove our study.
Recommended Citation
Horn, Suzanne and Curry, Kristal
(2023)
"Cooperating Teacher Interjection in Student Teacher Lecture: The Purpose of Interruption,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
2, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss2/7