Search results for: Student teaching
Page 5/6 57 items
The work of teacher candidates matters in particular ways to the quality of children's experiences and environments when they teach in preschools. Dialogues allowed mentors and candidates to reinterpret their images of children and in some cases renew instructional approaches and act against standardized forms of accountability, which limited curriculum and pedagogic choice.
Updated: Dec. 23, 2009
What constitutes a good teacher is construed as one who knows content, pedagogy, and student cognitive and emotional development sufficiently. Student teaching is a critical period for identity development of beginning teachers, yet it often lacks the space to work through this process with their peers. The authors engaged a semester length phenomenological narrative study of ten student teachers in an onsite student teaching seminar. Participants’ stories revealed that a more complete sense of self arose through conflicts encountered and the disjuncture of perceptions and realities of beginning to teach.
Updated: Dec. 16, 2009
Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching
This study examined the beliefs about classroom management that preservice teachers developed during their university coursework. It also examined whether those beliefs changed as a result of their student teaching experiences. 71 preservice teachers participated in the study. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework.
Updated: Oct. 21, 2009
Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study.
Updated: Jun. 10, 2009
The paper illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. The authors illustrate four models for engaging in inquiry-oriented school improvement and outline the factors that underlie their design.
Updated: Apr. 22, 2009
The Annotated Unit: A Description of a Systematic Approach to Documenting Candidate Effectiveness in Student Teaching
The standards of the National Council for Accreditation of Teacher Education require that teacher education programs document teacher candidates' effectiveness across different domains. To gather information on the effects that the candidates have on preK-12 student learning, the authors require each candidate to gather and analyze data collected during the creation, implementation, and evaluation of an annotated unit plan.
Updated: Apr. 22, 2009
This paper focuses on the development of the Collaboration Self-Assessment Tool (CSAT). The identification and practice of specific collaboration skills needed in a student teaching experience are emphasized. . The paper uses a case-study approach to describe how the tool can be used to enhance collaboration between a cooperating teacher and a teacher candidate.
Updated: Apr. 01, 2009
Exploring A Triad Model of Student Teaching: Pre-service Teacher and Cooperating Teacher Perceptions
In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience. The main objectives of the study were: 1. to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model; 2. to describe the co-teaching models that would emerge during this experience.
Updated: Mar. 30, 2009
A supportive school environment is crucial to the enhancement of student teaching experiences. This study assesses student teachers' perceptions of secondary school environments. Then, it relates the perceptions to their satisfaction with school experiences and teaching commitment.
Updated: Mar. 26, 2009
An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for “High Need” Schools
This paper describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. The program results indicated, among other things, that there was a 100% retention rate of interns in the teaching profession. Furthermore, there were significant growth in teaching interns' confidence, readiness, and self-efficacy regarding their abilities to teach successfully.
Updated: Mar. 11, 2009