Student Teaching Handbook as Boundary Crosser Mariche C. Llanto Department of Special Education University of Kansas marichellanto@ku.edu

What question did I ask: How does a student teaching handbook account for communicative connection and translation? Start by stating that this study has two questions 2. So, the first question I asked is: _____________________________ 3. Key to this question are STUDENT TEACHING HANDBOOK and COMMUNICATIVE CONNECTION and TRANSLATION email: marichellanto@ku.edu

What second question did I ask: How do participants perceive, how their experience in student teaching is mediated by the student teaching handbook? The second question asks: __________________________ Here the, MEDIATION Is key to the study’s question email: marichellanto@ku.edu

What made me ask this question: Boundary Crossing Concept Systems Boundary Crossing Boundary Zone Boundary Object 1. Conceptualized these questions from: a. personal history of TEP supervisor and cooperating teacher and preservice teacher years ago b. developing understanding of Boundary Crossing concept Set in a social context: 2. SYSTEMS (Cole and Engestrom) a. TEP program community as system b. partner school as system 3. BOUNDARY CROSSING (Akkerman & Bakker, Kerosuo) a. the work of student teaching practice is boundary crossing 4. BOUNDARY ZONE a. boundary zone, being the shared activity I. where, as described by Zeichner, Valencia and others, Waitoller and Kozleski as potentially conflicted because of the cultural difference between partners II. an ambiguous space (here and there; both-an, multivoicedness; neither-nor-uncspecific) III. Possessing potential mechanisms, learning opportunities in place - intentional action, coordination, transformation, reciprocity IV. Where apart from agents are enacted by objects 5. BOUNDARY OBJECT (Star & Greisemer) a. The student teaching handbook as the boundary object qualifying as a boundary crosser, enacting boundary crossing, create intelligible communication, capture perspectives of communities Figure The boundary zone. (Akkerman & Bakker, 2011; Star & Griesemer, 1989) email: marichellanto@ku.edu

What made me ask the second question: Cultural Historical Activity Theory Figure 2 The mediational triangle of CHAT system. (Cole & Engeström, 1993) 1. Conceptualized from the CHAT (Cole and Engestrom) Where activity within systems are mediated. The subjects, the community, and the goal of their activities are mediated by artifacts, rules and division of labor email: marichellanto@ku.edu

What steps did I do to seek new understanding: Pilot study using qualitative research method Data Source Data Collection Analytical Frames one student teaching handbook 5 of 7 major sections Document analysis: (a) goals; (b) rules; (c) division of labor; (d) communities; and (e) subjects CHAT components Five participants 2 Teacher education supervisors 2 Preservice teachers 1 Cooperating teacher Three-series Interviews (a) value to participants; (b) usefulness in context; and (c) perceived understanding of role Themes derived from the categorized units of the interview data: (a) guide and information source; (b) valuable yet replaceable; (c) fabricated and distributed product; (d) shared space email: marichellanto@ku.edu

What new understanding did I obtain: The student teaching handbook’s communicative articulations: what the student teaching handbook communicates in the shared components of the activity systems (a) goals (b) rules (c) division of labor (d) communities (e) subjects The student teaching handbook’s mediation (a) guide and information source; (b) valuable yet replaceable; (c) constructed and distributed product; (d) shared space A. 1. Boundary crosser’s function of articulating meaning to both communities with the information it carries -achieved when object is recognized as a common reference point, relevant in the context it is being used email: marichellanto@ku.edu

What new understanding did I obtain: communicative articulation Shared Activity Component Some Observations and Interpretation Goal Each community’s goal is reflected but not equitably; lack of intention to pursue goal of student learning Rules Rules of each community are recognized evidenced by guidelines explicating professional behavior; set by TEP programs Division of Labor Named multiple roles and tasks for all involved; lack of support: lack of shared time, lack of shared space Communities Communicates power differential: TEP perceived as the knowledge source and evaluator Subjects Assumes interaction to be linear rather than synergistic A. 1. Boundary crosser’s function of articulating meaning to both communities with the information it carries -achieved when object is recognized as a common reference point, relevant in the context it is being used email: marichellanto@ku.edu

What new understanding did I obtain: mediation Themes Some Observations and Interpretation Guide and information source Guide as a concept of mediation is mostly perceived “to guide preservice teachers” Reflective of the lack of synergy. Valuable yet replaceable Appreciated in terms of usefulness and importance but too structured for complex interactions that it is only partially communicative Constructed and distributed Needs for revisions: timeliness, relevance and responsiveness to changing contexts, purpose of specific use, clarity in information; Unequal distribution which influence learning experiences Shared space Gives voice a visual form, communication made easy, saves time; mismatch of expectations A. 1. Boundary crosser’s function of articulating meaning to both communities with the information it carries -achieved when object is recognized as a common reference point, relevant in the context it is being used email: marichellanto@ku.edu

SIGNIFICANCE As we pursue learning potentials that would facilitate and construct shared understanding of student teaching experience, we explore possibilities and engage the social and cultural context of the practice, and value the kinds of mediations artifacts produced and reproduced within and across communities. Student teaching handbooks are important artifacts in student teaching. As a boundary crosser which can articulate multiple perspectives of the communities it traverses, its potential should be built to enable its enactment to help produce coordinative and transformative activities of shared goals. email: marichellanto@ku.edu

How do I plan to build on this new understanding: email: marichellanto@ku.edu

How do I plan to build on this new understanding: email: marichellanto@ku.edu

How do I plan to build on this new understanding: Social Models: Equity email: marichellanto@ku.edu