Search results for: Student teaching
Page 4/7 63 items
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Updated: Jan. 20, 2014
This study examined the strategies that mentors adopted in giving actual feedback and the interns' perceptions of this feedback. Eleven participants in this study were five TESOL mentors, one Internship course instructor, and five MA student teaching interns. The mentors’ strategies included a number of strategies considered to be effective in giving intern-friendly or constructive feedback in teacher education contexts, such as the use of questions, the delivery of compliments before criticisms or specific suggestions. The findings reveal that the teaching interns’ comments seemed to indicate that they felt pleased with the feedback they received. The authors recommend that mentors pay special attention to affective factors when giving feedback to the interns to create the rapport with the latter and a favorable atmosphere for their learning.
Updated: Dec. 22, 2013
This study had two purposes: (1) to test the hypothesis that teacher candidates who faced challenges in student teaching had lower self-ratings on teacher dispositions than their counterparts who did not face challenges in student teaching, and (2) to develop an explanatory model to predict teacher candidates’ challenging experiences in student teaching. As the authors hypothesized, teacher candidates who successfully completed student teaching had significantly higher self-rating scores on dispositions than their counterparts who faced notable challenges. The findings from this study stand to advance our understanding of how dispositions relate to instructional practices and approaches.
Updated: Oct. 08, 2013
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This study explores opportunities to learn within and across student teaching placements.The authors analyze the degree to which placement experiences present equitable opportunities for PSTs to build a specialized knowledge base. The authors found that all participants repeatedly praised student teaching for nurturing emerging professional identities and conferring new self-confidence. Specifically, the authors address three core strands of opportunity reportedly experienced by participants. These include opportunities to learn about curriculum and content; opportunities to see and participate in, but usually not plan for, “what’s possible”; and opportunities to struggle with and for youth.
Updated: Jul. 22, 2013
Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
The authors describe a video review process for providing feedback to students and documents students' teaching practices. The authors used the Classroom Assessment Scoring System (CLASS) in a practicum course and student teaching. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support.
Updated: May. 28, 2013
Creating A “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. University supervisors created a unique pedagogical space for student teachers. This space allowed student teachers to learn across different discourse communities. Yet this configuration led the university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into the authors' student teaching seminar.
Updated: Jun. 28, 2012
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011
Does Student Teaching Abroad Affect Teacher Competencies? Perspectives From Iowa School Administrators
The purpose of this study was to examine how school administrators in the state of Iowa perceive undergraduate teaching majors who obtain their student teaching experience abroad. 138 K-12 principals in the state of Iowa were electronically surveyed to determine their general demographics and personal traits, as well as district and career information. This research helped to validate previous studies addressing the fact that students returned to the United States with an expanded world view, an increased respect for diverse cultures, and more tolerance of educational differences.
Updated: Jul. 17, 2011
This article describes a 4-year study which identifies the differences between a coteaching and a non-coteaching model of student teaching. The study of academic impact took place in the St. Cloud Area School District over 4 years. The participants were teacher candidates placed with cooperating teachers in which both members had participated in the two coteaching workshops. This study clearly establishes the positive impact of the coteaching model of student teaching. Teacher candidates, when paired with cooperating teachers and trained in coteaching, increase the academic achievement of students in the classroom.
Updated: Jun. 13, 2011
This study examined the classroom discipline orientations of pre-service elementary teachers both before and after the student teaching experience. 220 pre-service teachers from three southeastern universities in the USA participated in the study. The results showed that the student teaching experience significantly increased beginning teachers' preferences toward a more assertive discipline model and decreased their preferences toward the humanistic discipline model.
Updated: Oct. 17, 2010