Search results for: Ugaste Aino
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The purpose of the study was to investigate school-based teacher educators’ teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils’ cognitive development, whilst their perceptions about supporting pupils’ social development were vague. Teachers were unaware of what exactly universities expected of them as supervisors, and believed that providing teaching models for student teachers as a main supervisory goal. It is necessary to offer options to encourage cooperation between teachers and universities and maintain supervisors’ professional development.
Updated: Aug. 09, 2020
The purpose of this study was to investigate what kind of emotions are significant as identity shaping for student teachers. The findings show that both positive and negative emotions influence the teaching experiences of the students. In addition, the study reveal that negative emotions exercised the strongest influence. Furthermore, it show that strong negative emotions were expressed related to teachers and supervisors.
Updated: Nov. 23, 2015
This article presents the findings of a study which examines the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject. Furthermore, the students described the positive and negative emotions that were evoked. The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training.
Updated: Apr. 14, 2011