Search results for: Student experience
Page 2/4 34 items
The purpose of this study is to examine how different projects influence students’ understanding of service learning. The study revealed that different service learning experiences in three different projects provided preservice teachers with different leaning opportunities and became an important facilitator of their conceptualization of service learning. The projects placed the priority on students’ evaluations of real community needs and social problems. However, project goals have a potential to limit student thinking about community needs and social problems.
Updated: Jun. 10, 2015
Student Teachers’ Perceptions of Reading and the Teaching of Reading: The Implications for Teacher Education
This article reports on findings form a study which, identified perceptions of reading and the teaching of reading held by trainee teachers. The study also identified the impact on the author's provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, the author is not able to give students long experience of seeing children becoming readers. However, she is able to give them richer experiences of reading in personally and culturally relevant contexts.
Updated: Jan. 20, 2015
Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry
This study investigated preservice science teachers’ successes and struggles in moving back and forth across the cultural border between science student and inquiry-oriented science teacher. The participants were eight preservice science teacher participants were enrolled in a small, post-baccalaureate teacher education program in Southern California. The authors conducted two types of qualitative analyses. One, they grouped their preservice teacher participants into one of four types of potential science teachers. Two, they identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. They found that preservice teachers were willing and interested in teaching science as inquiry.
Updated: May. 14, 2014
Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction
The authors are four preservice teacher educators who became collaborators and co-researchers to explore their preservice teachers' attitudes toward science and mathematics. The authors found significant differences among the PTs in the program, both in terms of their attitudes and prior experiences of science and math education, and in their confidence in engaging their students in these subjects. This collaborative research project provided two avenues for professional learning: the findings we established from the data collected from the PTs and the actual experience of collaborating and learning about each others’ philosophical stances.
Updated: Mar. 17, 2014
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education
In the author's introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. In this article, the author shares typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels. The author discusses choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.
Updated: Nov. 25, 2013
This article provides a description of service learning implemented in an introductory special education course focused on the culture of disability. Collaborating with liaisons from five community service organizations, students provided services to individuals with disabilities in a variety of projects across two semesters.
Updated: Sep. 27, 2012
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012
Integrated, Marginal, and Resilient: Race, Class, and the Diverse Experiences of White First-Generation College Students
The goal of this study is to gain a better understanding of the experiences of persistent, first-generation students. The author conducted in-depth interviews with 28 white, first-generation, working-class students. The author found three patterns of adjustment among these students. First, slightly more than half of the students seemed well-integrated into campus life. Second, about a quarter of the students experienced persistent and debilitating feelings of marginality. Finally, another quarter overcame their feelings of marginality en route to becoming socially and academically engaged.
Updated: Mar. 12, 2012
The author argues that creating a 'village' around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional 'village'. Participating students, teachers and lecturers share their perceptions of experiences in one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Findings indicate that where the school acted as the 'village of learning', the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging.
Updated: Nov. 30, 2010
The Allegiance and Experience of Student Literacy Teachers in the Post-Compulsory Education Context: Competing Communities of Practice
This article focuses on the relationship of the higher education (HE) (theoretical) component of the teaching qualification to the (practical) placement experience that student teachers undertake. This study approaches the data through the concept of 'community of practice' aiming to interrogate its usefulness as a theoretical idea that can illuminate the experience of student teachers. The participants are student teachers studying on a Post Graduate Certificate in Education, Post-Compulsory Education (PGCE PCE) for teachers of adult literacy course in the UK.
Updated: Sep. 19, 2010