Search results for: Student teachers
Page 8/30 298 items
Student Teachers’ Beliefs about Learning and Teaching and their Participation in Career-Long Learning Activities
This study aims to investigate the relationship between beliefs about learning and teaching and participation in learning activities among student teachers. The authors found that student teachers student teachers appear to hold equally strong subject matter-oriented and pupil-oriented beliefs, but they also appear to vary in their beliefs. The findings reveal that pupil-oriented beliefs are positively related to participate in learning activities. No significant relationship exists between subject matter orientation and learning.
Updated: Aug. 08, 2016
In this self-study, the author investigates the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, she explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. Her findings fall into three distinct phases: (1) In “Mind the gap,” she explains the dilemma she encountered as a student teacher. (2) In “Mine the gap,” she describes the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” she analyzes a shift in her understanding of where the gap is located.
Updated: Aug. 01, 2016
Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program
This article presents a unique model of instruction based on co-teaching carried out in the framework of the practice teaching program intended for third year college students. The program was showing the students the pedagogical importance of teaching and involving them critically in ways to improve. The results showed that the students, with the help of the instructors’ modeling of teamwork, succeeded in overcoming many of the conflicts revealed and the difficulties experienced during the shared work training and co-teaching processes. Throughout the program, the students observed the modeling of co-teaching of the instructors from two different areas of expertise, special education and general education, and they and the instructors thus could address many issues evolving from the process.
Updated: Aug. 01, 2016
Motives for Becoming a Teacher and their Relations to Academic Engagement and Dropout among Student Teachers
The purpose of this study was to examine the motives for Swedish student teachers to study to become teachers and to explore the relationship between teachers’ motives and their academic engagement and dropout rates at the end of their studies. The findings reveal that the students enrolled in teacher education due to mainly altruistic motives, such as a desire to help and support students and contribute to society, and intrinsic motives, such as perceiving teaching to be stimulating and being interested in the particular school subjects. Extrinsic motives such as reliable income and secure job conditions were not as important to them. In addition, the findings showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.
Updated: Jul. 27, 2016
“These Rules Take All the Life Out of My Work...”: Student Teachers Confront the Demands of Academic Writing
This study investigates how master’s students who are also longtime teachers contend with the requirements of academic writing. The purpose of the study is to identify points of difficulty in order to find appropriate methods of support. To this end, the authors interviewed teachers pursuing a master’s degree at a college of education in Israel. During the interviews, the authors identified a number of patterns, including students who were used to different ways of expressing themselves and found it difficult to comply with the principles of academic writing.
Updated: Jul. 18, 2016
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Updated: Jul. 18, 2016
This article explores in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, the results highlight the different ways in which activities in teacher education programmes can be designed, the different motivations students have to engage in them repetitively, and different ways in which feedback can be organised, within contextual constraints posed by all professional environments.
Updated: Jun. 30, 2016
The purpose of this study is to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. The authors interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
Updated: Jun. 05, 2016
The article suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context.
Updated: Jun. 05, 2016
Postgraduate Student Teachers’ Developing Conceptions of the Place of Theory in Learning to Teach: ‘More Important to Me Now Than When I Started’
This article reports on the developing conceptions held by a group of postgraduate student teachers about the relationship of theory to classroom practice in learning to teach. The authors capture participants’ preconceptions about theory before beginning training and subsequent developments through the course and into the first teaching post. The students saw theoretical knowledge as preparation for the classroom and something to be applied in practice. As newly qualified teachers, the participants not only see theory as integral to their practice, but recognise the important, largely unanticipated, role of the university in this process.
Updated: May. 30, 2016