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May 19, 1997 I am no closer to knowing how to teach now than I was before I started practice teaching. I know who I am as a teacher only in contrast to who I know I will not be. This excerpt from an entry in my journal, written two weeks after I completed a semester as a secondary English teacher-intern, displays the confusion created in my mind by a situation mostly beyond my control. Time has helped me understand that I learned valuable lessons about Breaking Free of the Puppeteer: my identity during my practicum, but they were Perspectives on lessons learned the hard way. Those months One Practice Teacher’s Experience were my introduction to the detrimental effects of pretending to be someone I’m not in the class- room. I experienced a range of other struggles Lynn Rotanz as well, from classroom management difficul- ties to failed attempts to implement a writing workshop. Looking back, it’s difficult to believe that ten weeks could so dramatically affect my outlook on the teaching profession and on myself as a teacher. Research Methods I found my way through data by immers- ing myself in it. . .letting it lead me, rather
The High School Journal – University of North Carolina Press
Published: Mar 1, 2001
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