Doyle’s concepts of task structures and the notion of accountability were applied to the student teaching process. Qualitative research strategies were used to gather data for one intern in two settings across an entire academic term. Three main task systems were identified. The contingencies supporting the task structures were less readily identified than for previous classroom and gymnasium research. Accountability systems tended to be less formal. The intern must balance the demands of task systems that produce consequences from pupils, the cooperating teacher, and the university supervisor. Monitoring and feedback from the supervisor and cooperating teacher appear to play an important informal role in the development of intern performance across time.
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