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In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating teachers, and 31 university supervisors from 24 graduate teacher education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was followed from candidates' enrollment until their third year as in-service teachers. Occupational socialization in schools was demonstrated to have a considerable influence on the development of graduates' in-service competence. However, evidence was also produced for an impact of specific characteristics of the teacher education programs studied involving the integration of practical experience and theoretical study. Implications of these findings for the design of teacher education programs and the conduct of teacher education research are discussed.", "publicationTitle": "American Educational Research Journal", "publisher": "", "place": "", "date": "Spring, 2005", "volume": "42", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "153-224", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org.mutex.gmu.edu/stable/3699458", "accessDate": "2010-12-09T20:14:35Z", "PMID": "", "PMCID": "", "ISSN": "00028312", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "ArticleType: research-article / Full publication date: Spring, 2005 / Copyright © 2005 American Educational Research Association", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-12-09T20:14:35Z", "dateModified": "2010-12-09T20:14:35Z" } }, { "key": "T4AIVURA", "version": 1, "library": { "type": "group", "id": 33133, "name": "Pre-service teacher game", "links": { "alternate": { "href": "https://www.zotero.org/groups/pre-service_teacher_game", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/33133/items/T4AIVURA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pre-service_teacher_game/items/T4AIVURA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 229952, "username": "ampellegrino", "name": "Anthony Pellegrino", "links": { "alternate": { "href": "https://www.zotero.org/ampellegrino", "type": "text/html" } } }, "creatorSummary": "Ensor", "parsedDate": "2001-05", "numChildren": 0 }, "data": { "key": "T4AIVURA", "version": 1, "itemType": "journalArticle", "title": "From Preservice Mathematics Teacher Education to Beginning Teaching: A Study in Recontextualizing", "creators": [ { "creatorType": "author", "firstName": "Paula", "lastName": "Ensor" } ], "abstractNote": "This article describes a two-year longitudinal study that tracked seven students through a one-year, full-time, university-based secondary mathematics method course and into their first year of teaching in the Western Cape province of South Africa. The purpose of the study was to describe the recontextualizing from the mathematics method course by these beginning teachers. Qualitative analysis of the teacher education course, of students' positioning in relation to this course, and later of their positioning in relation to teachers and learners in schools, was conducted. The results showed that beginning teachers drew in two ways from the method course: they reproduced a small number of discrete tasks that had been introduced to them there, and they also deployed a professional argot--a way of talking about teaching and learning mathematics. This recontextualizing was shaped by the beginning teachers' educational biographies and school contexts, but most particularly by access to recognition and realization rules.", "publicationTitle": "Journal for Research in Mathematics Education", "publisher": "", "place": "", "date": "May, 2001", "volume": "32", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "296-320", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org.mutex.gmu.edu/stable/749829", "accessDate": "2010-12-09T20:12:57Z", "PMID": "", "PMCID": "", "ISSN": "00218251", "archive": "", "archiveLocation": "", "shortTitle": "From Preservice Mathematics Teacher Education to Beginning Teaching", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "ArticleType: research-article / Full publication date: May, 2001 / Copyright © 2001 National Council of Teachers of Mathematics", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-12-09T20:12:57Z", "dateModified": "2010-12-09T20:12:57Z" } }, { "key": "PSJQE3D4", "version": 1, "library": { "type": "group", "id": 33133, "name": "Pre-service teacher game", "links": { "alternate": { "href": "https://www.zotero.org/groups/pre-service_teacher_game", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/33133/items/PSJQE3D4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pre-service_teacher_game/items/PSJQE3D4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 229952, "username": "ampellegrino", "name": "Anthony Pellegrino", "links": { "alternate": { "href": "https://www.zotero.org/ampellegrino", "type": "text/html" } } }, "creatorSummary": "Head", "parsedDate": "1992-06", "numChildren": 0 }, "data": { "key": "PSJQE3D4", "version": 1, "itemType": "journalArticle", "title": "Student Teaching as Initiation into the Teaching Profession", "creators": [ { "creatorType": "author", "firstName": "Fay A.", "lastName": "Head" } ], "abstractNote": "In this research project an ethnographic study of participants in student teaching seminars was undertaken. The results of the study are described and then analyzed in terms of attributes of initiation rites from a wide range of anthropological literature. It is concluded that, although student teaching seminars are not currently organized to maximize the processes inherent in initiation rites and rites of passage, application of these concepts has the potential to improve student teacher education.", "publicationTitle": "Anthropology & Education Quarterly", "publisher": "", "place": "", "date": "Jun., 1992", "volume": "23", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "89-107", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org.mutex.gmu.edu/stable/3195949", "accessDate": "2010-12-09T20:09:20Z", "PMID": "", "PMCID": "", "ISSN": "01617761", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "ArticleType: research-article / Full publication date: Jun., 1992 / Copyright © 1992 American Anthropological Association", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-12-09T20:09:20Z", "dateModified": "2010-12-09T20:09:20Z" } } ]