Search results for: Student teaching
Page 3/7 63 items
The purpose of this article is to relate the action research of a student teacher. Four strategies that encouraged positive changes during the student teaching semester are examined and discussed: Positive self-talk and journalizing; Talking with supervisor, mentor and peers; student teacher Videotapes herself and finding humor in her experiences. In conclusion, the participant's practice improved tremendously after the 3rd week, and she successfully completed her student teaching experience. Her story unveils critical implications for teacher educators in the role as mentors and supervisors.
Updated: Oct. 19, 2015
In this article, the authors describe the essential characteristics of co-teaching and what is appropriately called apprentice teaching. They also outline the similarities and differences between these two collaborative practices, including overall program structure, the contributing characteristics of the participating individuals, and the nature of the professional relationships.
Updated: Sep. 24, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015
This article examines the way the teacher candidates used their understandings of their roles and relationships to construct instances of success. These participants had the same content major, took the same teaching coursework, and had the same programmatic expectations for student teaching. Both deemed their student teaching internship as a successful learning experience, and they received a passing grade. However, the two teacher candidates differed in the ways which they made meaning of everyday events and relationships. One of the participants defined success through the feedback from her cooperating teachers and university supervisors, whereas the other participant drew upon her own internal beliefs.
Updated: Mar. 19, 2015
This study examines the effects of having longer and better quality student teaching on a variety of outcomes. The findings indicate that the duration of student teaching has little effect on teacher outcomes. However, this study finds that the quality of student teaching has significant and positive effects. Prospective teachers who report better quality student teaching experiences feel more prepared to teach, more efficacious, and plan more years in teaching and in the district than peers who report lower quality experiences.
Updated: Nov. 19, 2014
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
This article examines how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author explores how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies.
Updated: Sep. 22, 2014
Examining Changes of Preservice Teachers’ Beliefs about Technology Integration during Student Teaching
This case study aimed to examine changes in preservice teachers’ beliefs about technology integration during the student teaching semester in USA. The findings indicated the preservice teachers’ beliefs about technology integration changed in two directions. Although changes may be attributed to cooperating teachers’ practices about technology integration, this study suggested that cooperating teachers’ modeling does not necessarily lead preservice teachers to change their beliefs about technology integration in a positive way.
Updated: May. 26, 2014
Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools
In this article, the authors are interested to articulate what preservice teacher's account suggests about the struggles of teacher educators to provide sufficient and sufficiently strategic support for PSTs’ field-based learning. The authors conclude that conceiving of student teaching as an activity system requires that they think of student teaching in contextually sensitive ways, set clearer learning goals, and remediate in relation to them so that preservice teachers will be able to do the same for the students they serve.
Updated: Apr. 09, 2014
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Updated: Apr. 08, 2014
This article presents the results of a mixed-methods study investigated recent graduates’ perceptions of their preparation program. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English.Participants reported that early clinical experiences and student teaching were the most beneficial components of the program.
Updated: Feb. 19, 2014