Search results for: Student teachers
Page 6/30 298 items
This study aimed to add to the discourse about possible roles for mentor teachers and how to best support student teachers and mentors in negotiating these roles. The findings indicated that student teachers have clear ideas about what they desire in a mentor teacher. The authors found that some participants preferred emotional support and others wanted instructional support. However, none of the participants wanted socialization.In addition, the authors identified a new interpretation of the mentor teacher role (mentor as gatekeeper) that might be viewed negatively about the function of student teaching for some student teachers.
Updated: Sep. 06, 2017
A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Updated: Sep. 06, 2017
The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Updated: Sep. 05, 2017
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching
This case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity and challenges in coplanning such as using collective knowledge to produce lesson plans, identification of teaching resources, the importance of communication between coteachers during planning and the enactment of lessons, and teachers’ time as a limited resource.
Updated: Aug. 13, 2017
This paper presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum.
Updated: Jul. 09, 2017
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Updated: Jul. 05, 2017
International Field Experience as an Impetus for Personal and Professional Transformation: Through the Lens of Early Childhood Postsecondary Students
This study examined the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students. The findings indicate that an international field experience enhances learning and growth for the early childhood education and early childhood leadership student, in both personal and professional domains. The pedagogical approach, which includes the roles of faculty who facilitate an international placement, was also found to be a principal theme in the data analysis.
Updated: Jun. 26, 2017
Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development
This study aims to investigate how well student teachers identify common local species, their interest in and ideas about species identification, and their perceptions of the importance of species identification and biodiversity for sustainable development. The Nordic–Baltic students’ level of identification of species was tested using high quality photos of very common species. The student teachers’ ability to identify very common species was low. The authors also found that majority of students suggested that the most efficient teaching, studying and learning method is outdoor experiential learning, where learning is activated by experiences and the use of all senses in authentic environments with living plants and animals.
Updated: Jun. 19, 2017
Identity in Activity: Examining Teacher Professional Identity Formation in the Paired-Placement of Student Teachers
The purpose of this study is to better understand teacher professional development in a paired-placement context. It focuses specifically on how two teacher students (STs) in Vietnam, Hien and Chinh, develop their professional identities in the collaborative setting, and how factors specific to pair-work mediate this process. Findings from this study suggest that an individual teacher’s identity influences her/his cognitive and affective perception of an event. Paired-placement created an environment whereby the student teachers’ conflicting identities, associated with different cognitive and affective perceptions of the experience, were challenged, leading to contradictions. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities.
Updated: Apr. 04, 2017
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching.First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Updated: Mar. 21, 2017