Search results for: Student teaching
Page 4/6 60 items
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
Fact or Fiction? Analyzing Institutional Barriers and Individual Responsibility to Advance the Internationalization of Teacher Education
This article concentrates on the extent to which teacher education programs support, advocate, and broadcast an opportunity for increased global awareness - overseas student teaching. The article also examines whether state laws prohibit such experience, and the degree to which our states are open to foreign teachers. Through survey of states and content analysis of websites of 409 NCATE accredited institutions, conclusions are drawn regarding institutional commitment to internationalization in teacher education.
Updated: Oct. 12, 2010
In this conceptual article, the author considers two apparently contradictory dynamics in learning. First, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect. Second, an inversion of the first notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty.The author uses narratives from several contexts in her own educational history – a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator-to discuss these two notions.
Updated: Oct. 12, 2010
The authors claim that teacher educators should open the world to students through international experience and integrating a global perspective throughout the curriculum. In conclusion, the authors offer teacher educators tools they need to move their teacher education programmes beyond the parochial to viability in the twenty-first century by assuring their graduates bring a global perspective to decision-making in education.
Updated: Oct. 12, 2010