Habitus and Teacher Education in Higher Education: Reflections of a Supervisor and a Master Student during Teaching Internship

Barbara Cortat Simoneli, K. Finardi
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Abstract

The paper reflects on the role of the Teaching Internship in the teacher education program based on the perceptions of a professor and a teacher assistant working together in the undergraduate Supervised Internship course during remote emergency teaching (ERT). The professor involved worked in the discipline as principal teacher/master advisor/supervisor of the teaching internship and the other teacher worked as assistant professor/master student/intern in teaching. Using autoethnography techniques with records made by the professor and the teacher involved in the discipline in their reflection diaries, excerpts from their experience were chosen to illustrate the discussion/reflection on the role of the Teaching Internship in teacher education. Bourdieu’s concept of habitus is used in the interpretative analysis, concluding that the experiences lived by the two teachers are permeated and built through the habitus that shaped the interpretation and education of the teachers involved.
习惯与高等教育中的师范教育:一名导师和一名硕士生在教学实习期间的思考
本文根据一名教授和一名助教在远程应急教学(ERT)期间共同参与本科生指导实习课程的感悟,对教学实习在教师教育课程中的作用进行了反思。其中一位教授是该学科的首席教师/硕士生导师/教学实习指导教师,另一位教师是助教/硕士生/教学实习生。研究人员运用自我民族志技术,在教授和该学科教师的反思日记中记录了他们的经历,并选择了其中的一些片段来说明对教学实习在教师教育中的作用的讨论/反思。布迪厄(Bourdieu)的 "习性"(habitus)概念被用于解释性分析,其结论是,两位教师的生活经历渗透并建立在习性之中,而习性塑造了相关教师的解释和教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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