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Search Results for 'Student teachers' (Keyword)
252 items found 1 / 26 Go to page 
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1   |   From section Preservice Teachers
Knowledge and Knowing in Mathematics and Pedagogy: A Case Study of Mathematics Student Teachers’ Epistemological Beliefs
The current study examines the challenges that students experience in the consolidation of knowledge in mathematics and education. The findings reveal that the epistemological beliefs of the three students differed between the two disciplines. The authors argue that all the students tended to regard mathematical knowledge as certain and coherent in nature. In education, however, they relied more on personal opinions and experiences as sources and justifications of knowledge. They also identify six main areas that can challenge the consolidation of mathematical and pedagogical knowledge.
Publication Year: 2015    |    Updated in ITEC: September 13, 2017
2   |   From section Teacher Education Programs
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education
The current paper reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. The results show that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE.
Publication Year: 2016    |    Updated in ITEC: September 12, 2017
3   |   From section Instruction in Teacher Training
Video Narratives to Assess Student Teachers’ Competence as New Teachers
This article describes one postgraduate teacher education programme, where video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. The findings revealed that most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development.
Publication Year: 2016    |    Updated in ITEC: September 11, 2017
4   |   From section Preservice Teachers
Diverse Student Teachers Making Sense of Difference through Engaging in Boalian Theater Approaches
A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Publication Year: 2012    |    Updated in ITEC: September 7, 2017
5   |   From section Mentoring & Supervision
What Do Student Teachers Want in Mentor Teachers?: Desired, Expected, Possible, and Emerging Roles
This study aimed to add to the discourse about possible roles for mentor teachers and how to best support student teachers and mentors in negotiating these roles. The findings indicated that student teachers have clear ideas about what they desire in a mentor teacher. The authors found that some participants preferred emotional support and others wanted instructional support. However, none of the participants wanted socialization. In addition, the authors identified a new interpretation of the mentor teacher role (mentor as gatekeeper) that might be viewed negatively about the function of student teaching for some student teachers.
Publication Year: 2016    |    Updated in ITEC: September 7, 2017
6   |   From section Preservice Teachers
What Contributes to First-Year Student Teachers’ Sense of Professional Agency in the Classroom?
The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Publication Year: 2015    |    Updated in ITEC: September 6, 2017
7   |   From section Instruction in Teacher Training
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching
This case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity and challenges in coplanning such as using collective knowledge to produce lesson plans, identification of teaching resources, the importance of communication between coteachers during planning and the enactment of lessons, and teachers’ time as a limited resource.
Publication Year: 2015    |    Updated in ITEC: August 15, 2017
8   |   From section Theories & Approaches
Fostering Theory–Practice Reflection in Teaching Practicums
This paper presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum.
Publication Year: 2016    |    Updated in ITEC: July 19, 2017
9   |   From section Beginning Teachers
Student and Novice Teachers’ Stories about Collaborative Learning Implementation
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Publication Year: 2014    |    Updated in ITEC: July 9, 2017
10   |   From section Teacher Education Programs
International Field Experience as an Impetus for Personal and Professional Transformation: Through the Lens of Early Childhood Postsecondary Students
This study examined the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students. The findings indicate that an international field experience enhances learning and growth for the early childhood education and early childhood leadership student, in both personal and professional domains. The pedagogical approach, which includes the roles of faculty who facilitate an international placement, was also found to be a principal theme in the data analysis.
Publication Year: 2015    |    Updated in ITEC: July 2, 2017
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