Starting the Conversation: Using the Currere Process to Make the Teaching Internship Experience More Positive and Encourage Collaborative Reflection in Internship Site Schools

• Leslie Moore ^[1]
  1. [1] University of Maryland, College Park

     University of Maryland, College Park

     Estados Unidos

     
• Localización: Aprender a ser docente en un mundo en cambio: Simposio Internacional / coord. por Juana María Sancho Gil, José Miguel Correa Gorospe, Xavier Giró Gràcia, Leticia Fraga Colman, 2014, págs. 418-425
• Idioma: inglés
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • The teaching internship marks the transition from novice to professional, and teaching interns find themselves navigating the in-between spaces of their concurrent roles as student and teacher. In this paper, I show how an educational autobiography process called Currere provides the opportunity for interns to mine the in-between space of their lives as students and teachers to discover and examine the influences on their conceptions of themselves as teachers. I describe the power of this process as it allows beginning teachers to harness their new awareness and insights about their lives as students, develop a deeper understanding of their roles as teachers in creating the lived classroom curriculum, and enjoy a more productive and intentional internship experience. I also show how the Currere process is easily adapted for use with experienced teachers to start conversations about refining existing practice and improving school culture. This process is an inexpensive and highly practical way to both improve teacher preparation programs and provide meaningful professional development in school settings.