Search results for: Valencia Sheila W.

In this article, the authors report on a study in which they examined the multiple interactions and activity settings in which student teachers learn to teach language arts. The study explores the student teachers' experiences from the perspective of the three key triad members- student teachers, cooperating teachers and university supervisors- using activity theory. The findings reveal that all members of the triad were simultaneously operating in multiple settings and facing competing demands that shaped their actions and stances