Search results for: Student teachers
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In this article, the authors draw on two purposefully selected case studies of student teachers to explore the implications of this alternative understanding of the nature and consequences of resistance. This cross-case analysis focuses on the causes and manifestations of friction over time. The findings indicate that resistance itself, and its causes, should be understood as interactive in multiple ways. The two participants identified different causes for the friction they experienced at different moments in time. Moreover, almost each time they identified a certain cause, they added that it might work differently for other students or that they could also see how it would work, but just not under the given circumstances.
Updated: Sep. 08, 2015
This study investigated how to educate student teachers to develop a focus on student learning during teacher education. The designed learning environment characterized by the use of authentic contexts, authentic tasks and reflective dialogues. The study indicates that it is possible to change student teachers’ conceptions in a relative short period of time, even though there were substantial differences between student teachers. More specifically, six student teachers developed more constructivist and less transmissive conceptions as a result of the designed learning environment. The other four student teachers showed the same change in the drawings, and also developed more or maintained constructivist conceptions as shown in the metaphors, but maintained or showed less constructivist conceptions in the questionnaires.
Updated: Aug. 31, 2015
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 describes a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand ECE and TESOL candidates’ beliefs about teaching young ELLs. The findings revealed that teacher candidates recognized the importance of focused attention to language development for young ELLs, as well as how collaboration across disciplines may support future teaching of ELLs.
Updated: Aug. 12, 2015
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Updated: Aug. 04, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015
Does Student Teaching Matter? Investigating Pre-service Teachers’ Sense of Efficacy and Preparedness
This study aimed to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher.
Updated: Jul. 07, 2015
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Updated: Jul. 07, 2015
Collaboration or confrontation? An Investigation into the Role of Prior Experiences in the Completion of Collaborative Group Tasks by Student Teachers
The purpose of this research was to examine students’ views on the value of their own and others’ prior experiences in the performance and completion of the tasks. They were also asked about how prior experiences might affect the dynamic of the groups they worked in and what improvements might make the tasks more effective. The findings revealed that prior experiences, particularly those related to practical skills, were valued by the students as contributory factors to the successful completion of collaborative tasks. Furthermore, some of the students’ prior experiences led them to take a less active role in the tasks, while others led students to appear highly opinionated. The students were in agreement that there was a need for mutual respect and acceptance of others’ ideas in order to make the groups work effectively.
Updated: Jul. 06, 2015
Joint Observation of Student Teaching and Related Tripartite Dialogue during Field Experience: Partner Perspectives
This study explored the implementation of partnership-based joint observation and related tripartite dialogue (JOTD) of student teachers as part of field experience, from the multiple perspectives of student teachers, supporter teachers and tutors. The findings indicate that student teachers, supporter teachers and tutors involved in this study were generally positive about their experiences of JOTD. As the findings further suggest, there may be situations which require some level of flexibility in the implementation of JOTD without necessarily disturbing the spirit of collaborative partnership. In conclusion, the findings from this exploratory study suggest that student teachers, supporter teachers and tutors had a range of views about their experiences while implementing JOTD.
Updated: Jun. 23, 2015