Search results for: Student teachers
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Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers’ coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers’ main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed.
Updated: May. 09, 2020
The present study investigates the nature of Iranian student teachers’ reflections and their professional development in the context of teacher education practicums. The participants were student teachers (N = 41) enrolled in teacher education colleges at Farhangian University in Tehran, Iran. A total of 620 reflective writing excerpts were coded using deductive content analysis across three cohorts in three different practicums during a two-year period. The results show that routine levels of reflection significantly decreased across the three practicums, while technical levels of reflection significantly increased. The higher levels of reflection, namely dialogic and transformative levels, were rarely found in student teachers’ reflective writings across the practicums. This study discusses the need both to develop appropriate methods to guide student teachers in centralized contexts such as Iran and to investigate further aspects that enhance or hinder progress in the quality of reflection in teacher education.
Updated: Jan. 12, 2020
Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes
This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.
Updated: Nov. 10, 2019
This article aims to explore the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning. The findings reveal that first-year and final-year student teachers differ on a number of variables relevant for their academic performance during teacher studies. The authors found that final-year student teachers displayed more conscientiousness, self-efficacy for learning and performance and had higher academic and problem-solving self-concepts than first-year student teachers.
Updated: Nov. 22, 2018
Preparing Pre-service History Teachers for Organizing Inquiry-Based Learning: The Effects of an Introductory Training Program
This study examines the effects of a pre-service teacher training on inquiry-based learning (IBL) in history education. This training consisted of a workshop and an assignment that required student teachers to prepare and implement an IBL activity during their teaching internship. The findings reveal that student teachers found the workshop valuable, and afterwards felt significantly more capable to organize IBL activities in the classroom. The authors found that the workshop was also able to convince student teachers of the value of IBL. After its ending, almost all student teachers indicated that they mainly wanted to use sources for conducting full-scale investigations, whereas, previously, about half of them had held a different opinion.
Updated: Nov. 14, 2018
Which Variables Predict Teachers’ Diagnostic Competence When Diagnosing Students’ Learning Behavior at Different Stages of a Teacher’s Career?
The purpose of this study was to examine whether teachers’ motivation to diagnosing, attitude toward diagnosing, the self-efficacy, their knowledge, and reflection on experience in diagnosing would predict their diagnostic competence. The authors also examined whether teachers with professional experience were more competent diagnosticians than students in the second phase of German teacher education who in turn were expected to be more competent than students in the first phase. The findings demonstrate that teachers’ motivation to diagnose and teachers’ knowledge of diagnosing are substantial predictors of teachers’ diagnostic competence.
Updated: Oct. 10, 2018
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.
Updated: Jun. 28, 2018
Application of Computer-Mediated Communication on Teacher Efficacy during School-Based Field Experience
This study examined the effectiveness of online social networking sites in developing the efficacy of student teachers during a practicum. The author found that such device was not as effective in enhancing teacher efficacy as many studies had hypothesized. Previous studies hypothesized that the popularity and familiarity of Facebook among student teachers would encourage them to use it as a platform where they can receive support, encouragement, and solutions when making decisions during a practicum. However, the findings of this study revealed that the efficacy of the participants in the Facebook community was only improved in area of Instructional Strategies, whereas that of the participants who were not part of this community improved in the areas of both Student Engagement and Classroom Management. The author concludes that an effective platform should involve both experienced teachers and other useful, easily accessible resources for student teachers. Furthermore, computer-mediated communication may not always be the optimal choice even with its commonality and familiarity.
Updated: May. 22, 2018
Developing Identities in the Workplace: Students’ Experiences of Distance Early Childhood Teacher Education
This paper describes a study that examines students’ experiences of distance teacher education as a process of changing participation in the workplace. The findings reveal that the students’ work responsibilities gave them experience of a range of teaching activities. The findings reveal that the students described the experience of contributing with increasing confidence within their teams as their professional knowledge and experience developed. The authors argue that even with limited face-to-face opportunities within the distance programme, the students were actively engaged in relating theory and practice.
Updated: May. 16, 2018
Student-Teachers’ Verbal Communication Patterns during their Teaching Practice in ‘Studies for the Environment’ subject in Early Greek Primary Classes
This research examines the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject. It also identifies potential factors affecting it. The results reveal that student teachers clearly dominate classroom discussion, the questions they address to their students are of poor quality, and are not facilitating the development of students’ critical thinking. The findings reveal that the student teachers used types of questions that do not consider students as researchers and do not provide them the opportunity to develop the fundamental skills specified in the ‘Studies for the Environment’ curricula, requiring them to be able to investigate complex issues. The authors also found that the factors influencing STs’ verbal communication are the absence of relevant theoretical and practical background, the inappropriate training school setting and the lack of teaching experience are the most prominent.
Updated: Apr. 26, 2018