Apprenticeship for teaching: professional development issues surrounding the collaborative relationship between teachers and paraeducators

A sociocultural approach to teacher education supports an apprenticeship model in which social relationships mediate learning through collaborative meaningful activity. This model can be found in the collaborative relationship between paraeducators and teachers. Within this model, the roles of learn...

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Bibliographic Details
Published in:Teaching and teacher education 2002-07, Vol.18 (5), p.503-521
Main Authors: Rueda, Robert, Monzó, Lilia D.
Format: Article
Language:English
Subjects:
Collegiality
Cooperative Planning
Elementary Education
Elementary School Teachers
English second language
Faculty Development
Higher Education
Hispanic American Students
Hispanic American Teachers
Hispano/Latino
Low Income Groups
Minority groups
Paraprofessional School Personnel
Power Structure
Preservice Teacher Education
Professional development
Teacher Collaboration
Teacher Role
Teamwork
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Summary:A sociocultural approach to teacher education supports an apprenticeship model in which social relationships mediate learning through collaborative meaningful activity. This model can be found in the collaborative relationship between paraeducators and teachers. Within this model, the roles of learners and more competent others can potentially be interchangeable as paraeducators, often members of the communities, assist teachers in developing culturally responsive instruction. This paper reports on the relationship between Latino paraeducators and the teachers with whom they worked. Findings suggest that collaboration is impacted by power differences, limited opportunity for interaction, and teacher constraints.
ISSN:0742-051X
1879-2480
DOI:10.1016/S0742-051X(02)00013-6