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Search Results for 'Teacher student relationship' (Keyword)
91 items found 1 / 10
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1   |   From section Mentoring & Supervision
Cultivating Relationships with School Placement Stakeholders: The Perspective of the Cooperating Teacher
This article investigates how and what type of relationships cooperating teachers (CTs) can develop with student teachers (STs) and university tutors (UTs) to enhance the school placement process. By facilitating collaborative relationships, a CT’s learning experience can be positively enhanced and a ST is provided with a scaffolded entry into the teaching profession. As the relationships in the study had various degrees of mutual engagement, joint enterprise and a shared repertoire, it allowed the ongoing interactions between various stakeholders to be labelled ‘communities’. The approaches of the CTs in developing communities were either enabled or challenged by other members in the school placement process.
Publication Year: 2016    |    Updated in ITEC: June 14, 2017
2   |   From section Preservice Teachers
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions
This study aims to better understand the dispositional traits and emotional states of pre-service teachers and the association between these attributes and the effectiveness of their interactions with students. The authors examine two dispositional traits that hold particular promise: personality and adult attachment style. They also examine three emotional states: depression, anxiety, and stress. The findings of this study offer a new understanding of the importance of gauging pre-service teachers’ personalities and emotions. Overall, pre-service teachers in this study reported positive personality traits and emotions. Given that individuals in teacher education programs may have different personalities and emotional states than their same-age peers, teacher educators should be attuned to the unique qualities of the individuals they prepare for the classroom.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
3   |   From section ICT & Teaching
“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation
Using a figured world framework, the authors explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. The findings reveal that providing preservice teachers with virtual access to urban youth’s figured worlds allowed the preservice teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning.
Publication Year: 2015    |    Updated in ITEC: March 19, 2017
4   |   From section Theories & Approaches
Exploring Ethical Tensions on the Path to Becoming a Teacher
The article explores the authors', two teacher educators’ and a pre-service teacher’s, understanding of the ethical dilemmas, obligations, and plotlines that emerged in the experiences of a pre-service teacher as she began to develop her identity as a teacher.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
5   |   From section Instruction in Teacher Training
Self-study of Practice as a Framework to Promote Growth in the Student Teaching Experience
This work had two purposes. First, the authors wanted to organize an experience for the preservice teachers in which they would engage in inquiry into their own practice. Second, as teacher educators, they hoped to learn about their own practices and the ways they encourage an inquiry stance during student teaching. The authors conclude that introducing self-study to preservice teachers can be a way to encourage deeper understandings of practice and critique-oriented reflective experience that emerged from the data collection, analysis, and collaboration processes. The experience promoted collegial talk among groups and prompted questions about practice that reframed experiences.
Publication Year: 2013    |    Updated in ITEC: January 25, 2017
6   |   From section Multiculturalism & Diversity
Teachers’ Beliefs of Behaviors, Learning, and Teaching Related to Minority Students: A Comparison of Han and Mongolian Chinese Teachers
This study surveyed the beliefs of behavior, learning, and teaching that the mainstream Han and minority Mongolian Chinese teachers in the same school contexts hold about their Mongolian Chinese students. It found that the two groups agreed that teachers’ inadequate planning and management were the major sources of their students’ behavior problems while students’ home backgrounds, abilities, and efforts explained their learning failure or success. Both believed that students’ emotional and social problems were more important than their learning problems for them to attend to, and their expertise in helping students develop self-worth was more important than their expertise in curriculum and pedagogy.
Publication Year: 2016    |    Updated in ITEC: January 3, 2017
7   |   From section Beginning Teachers
Teacher Perspectives on their Alternative Fast-Track Induction
This study aimed to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher–student relations, the extensive workload, and their emotional involvement.
Publication Year: 2016    |    Updated in ITEC: January 3, 2017
8   |   From section Theories & Approaches
Failing Intercultural Education? ‘Thoughtfulness’ in Intercultural Education for Student Teachers
This article proposes a rethinking of intercultural education in teacher education. It argues that discussion of the intercultural education of student teachers tends to have the following two gaps: one, such discussion tends to overlook student teacher education as a context for teaching intercultural education, and two, it tends to ignore the self of the teacher educator. This article aims to address both gaps.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
9   |   From section Mentoring & Supervision
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
In this article, the author explores how mentoring and role modeling may help facilitate the development of female students’ understanding and practice of leadership in secondary girls’ school contexts. The findings revealed a variety of mentoring relationships existed in the schools studied. It was found that female student leaders were reciprocally mentors and role models to other students, whilst also mentees of older women mentors. Both the influence of and the greater need for female role models were also found to be important in supporting the development of adolescent girls for leadership.
Publication Year: 2012    |    Updated in ITEC: November 9, 2016
10   |   From section Assessment & Evaluation
“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
In this article, the authors explore how relationships between peer facilitators and students in a Peer-Assisted Study Sessions (PASS) program impacted on education students as independent learners. The findings reveal that PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. The authors conclude that they recognize the importance of training that focuses on facilitating student-centered sessions, which address study skills and deepen understanding of course material. Facilitators could be encouraged to work collegially in generating a range of activities that promote active learning for PASS participants.
Publication Year: 2014    |    Updated in ITEC: November 1, 2016
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