Search results for: Teacher interns
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A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
The present study investigates how the culminating teacher preparation program (TPP) experience influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test was conducted to compare perceptions of 502 student teachers and interns at two points in time—once at the conclusion of their TPP and again after their first year of teaching. Results indicate that overall, student teachers report higher perceptions of their ability to perform instructional tasks than interns do at both the preservice and inservice teacher stages.
Updated: Jan. 27, 2016
This study explores how interns’ video-based reflections provide evidence that the use of video records of teaching interns’ promotes the development of critical reflection around instruction and learning. Key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices’ development when video is used as a mediating tool.
Updated: May. 26, 2014
Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development
This article aims to examine the effectiveness of the induction support provided to teacher candidates/interns as they transition into the teaching profession. This case study is an analysis of the Academy for Teacher Excellence’s (ATE) support provided by the Teacher Academy Induction Learning Community (TAILC). The authors contend that the induction program presented can serve not only to support the retention of Latino teacher candidates, but can be used as a model to support other candidates working with diverse populations. The authors conclude that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.
Updated: Sep. 15, 2013
This study examined eleven K-8 interns’ perceptions of their mathematics mentoring support provided to first-year teacher interns and factors that influenced their ability to teach mathematics. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson.
Updated: Feb. 21, 2010
Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?
This study focused on four preservice teacher candidates who were completing a yearlong internship at a Midwestern university in the United States. In their courses, the interns were learning to facilitate interactive discussions in English language arts. The authors explored how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.
Updated: Feb. 21, 2010
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Updated: Dec. 23, 2009
The authors used border crossing as a theoretical framework to explore the tensions that developed between two mentor–intern pairs during the course of a yearlong internship in high schools in the United States.
Updated: Jan. 21, 2009