The Politica Tactics and Teaching Strategies of Reflective, Active Preservice Teachers

Abstract

This article reports the findings of an interpretive field study regarding the occupational socialization of reflective, active preservice teachers. Using the methods of purposeful sampling, 10 such elementary preservice teachers were located and then observed and interviewed during their student teaching experience. The article first describes the schools and classrooms within which these preservice teachers were placed. Second, it describes the political tactics and teaching strategies that these student teachers employed in these schools. Finally, it discusses issues and implications for teacher preparation related to reflective, active teaching.

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