Search results for: Student teacher supervisors
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An Investigation of the Nature of Feedback Given to Pre‐service English Teachers during their Practice Teaching Experience
This study explores how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to pre‐service English language teachers. The study also examines the nature of feedback they give through post‐lesson conferences and written evaluations.
Updated: Jul. 26, 2011
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
This study evaluated the impact of a specific program on the training of preservice teachers.The program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Based on theoretical conceptualization of teacher training, this study examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations.
Updated: Aug. 17, 2010
Supporting Presence in Teacher Education: The Connection between the Personal and Professional Aspects of Teaching
The current study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. In this paper, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.
Updated: Mar. 30, 2009
Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behavior problems, dealing with parents, and so on. In this article, the authors argue that the best approach to professional development is through a collaborative action research model. By extending the partnerships established between student teachers, mentor teachers and university supervisors during student teaching into the beginning teachers' career, many of the everyday problems can be confronted within a supportive network.
Updated: Mar. 30, 2009