Search results for: Teacher student relationship
Page 3/10 94 items
This study examined the challenges encountered by student teachers during their practicum experience. They coded the data independently and found three major themes: 1. Student teaching is a very stressful period for preservice teachers, due to the workload and to student behavior issues; 2.The most positive aspect of student teaching is the formation of positive relationships with the mentor teacher and with students. 3. If given a chance to do so, few student teachers would change their experiences and are optimistic about their futures.
Updated: Jul. 01, 2015
This article describes a collaboration between the authors, a university course instructor for an introductory Learning Sciences course in a university-based teacher education program, and a site coordinator for its paired practicum experience. The collaborators found that their weekly conversations focused on supporting novice teacher learning had the potential to (1) lead to more strategic support of pre-service teachers, and (2) lend greater insights into the nature of the larger teacher education activity system in which they both worked.
Updated: Apr. 15, 2015
Pupil Aggressiveness and Perceptual Orientation towards Weakness in a Teacher who is New to the Class
This study aimed to investigate possible relationships between aggressiveness in pupils and the extent to which pupils will seek signs of weakness in teachers who are new to the class. The authors also explored whether gender moderated the relationship between aggressiveness and the perceptual orientation studied. The results reveal connections between aggressiveness and perceptual orientation towards weakness in teachers. The results also support the conclusion that interest in weakness is generally connected to aggressiveness, mainly proactive aggressiveness, regardless of gender.
Updated: Jan. 19, 2015
This study examined learner dispositions and explored the identifying characteristics, skills, and the processes necessary to operate as a “Student Whisperer” to support students. Themes have been identified that generate a relational connection that can affect complex student dispositions: responsiveness over reaction, affirmations over criticisms, questions before assumptions, probe with compassionate questions, and act on unconditional acceptance.
Updated: Nov. 24, 2014
The purpose of this study was to determine how teachers rate themselves as compared to how students rate teachers. The authors used the Teacher Efficacy the External Influences Scale. This study demonstrates the utility of asking students to rate their teachers. In addition, the results indicate that students and teachers might perceive what influences students from different perspectives.
Updated: Sep. 01, 2014
The Concept of Coherency in Teaching: Forging an Idea from Professional Literature – A Case Analysis and a Discussion with Experts
The goal of this article is to increase the authors' understanding of the concept ‘coherency in teaching’ as part of the search for a good teacher. The article exposes the concept of coherency in teaching gradually starting with a theoretical review, continues with a practical example, and ends with an analysis of the significance of coherency in teaching. The concept of coherency in teaching shows it is not sufficient to examine the qualities that make a teacher effective and good at teaching as separate components, but the way these components are linked to each other is also important and has the function of outlining teachers’ constant search for adjustments while retaining their ability to teach.
Updated: Jan. 16, 2014
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Updated: Jan. 14, 2014
Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice
The goal of this study was to examine the impact of core reflection on the authors' professional lives and practices as teacher educators. Analysis exposed four themes that defined the core identity issues in these data: (a) Understanding the contradictory nature of core qualities, (b) Confronting their own hypocrisies, (c) Holding ambiguity, and (d) Sustaining authenticity in everyday practice. The authors outline five categories of change in their teaching identities and practice. The authors conclude that in applying their own process of growth from this study, they seek to foster the trusting relationships and core connections in their teaching where students can realize and understand their emerging identities as teacher and self.
Updated: Jan. 12, 2014
Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Updated: Dec. 11, 2013
The purpose of this self-study was to identify implications of self-positioning for the author's practice in the stories she tells on her both professional knowledge landscapes: as a teacher in a junior high school and as a teacher educator. Three issues were raised during the course of this study. The first issue revolves around the author's two plotlines of becoming a teacher and why she believes that these plotlines are competing and not conflicting. Another issue raised by this study centers on the idea of the interrogative act of asking someone how they became a teacher, and what assumptions are concomitant with that kind of an inquiry on various landscapes. The third issue deals with changes in her interaction patterns with students on both the public school landscape and the university landscape.
Updated: Dec. 10, 2013