Search results for: Hamman Doug
Page 1/1 4 items
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015
This article draws on possible-selves theory to describe how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. The authors analyzed the expected and feared possible selves of 221 beginning teachers. The analysis revealed four main categories: interpersonal relationships, classroom management, instruction, and professionalism.
Updated: Mar. 24, 2011
I'M Prepared for Anything Now”: Student Teacher and Cooperating Teacher Interaction as A Critical Factor in Determining the Preparation of “Quality” Elementary Reading Teachers
This study is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers.
Updated: Mar. 12, 2009
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Burnout may begin as early as the student teaching experience. The article examines data from 49 student-teachers in the Southwest United States, gathered twice during their student-teaching period. The data included teacher efficacy, burnout, learning climate and cooperating teacher support. The study indicates significant interactions in three factors of burnout by guidance group, such that student-teachers who experience high guidance demonstrate lower levels of burnout at the end of their practicum.
Updated: Dec. 10, 2007