Intercultural Sojourns as Educational Experiences: A Narrative Study of the Outcomes of Finnish Student Teachers' Language-Practice Periods in Britain

This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection

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Educational Experiences and Transformative Learning in Higher Education in Greece: A Case Study with Student Teachers

International Journal of Education ◽

10.5296/ije.v5i2.3282 ◽

2013 ◽

Vol 5 (2) ◽

Cited By ~ 1

Author(s):

Niki Liodaki ◽

Thanassis Karalis

Keyword(s):

Higher Education ◽

Transformative Learning ◽

Student Teachers ◽

Educational Experiences

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Teacher Electronic Portfolios

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch299 ◽

2011 ◽

pp. 2032-2039

Author(s):

Susan Slick ◽

Patricia A. Shaw

Keyword(s):

Student Teachers ◽

Educational Experiences ◽

New Teacher ◽

Teacher Assessment ◽

Electronic Portfolios ◽

Teacher Education Programs ◽

Education Majors ◽

Education Programs ◽

Course Work ◽

Teacher Portfolios

Over time, student and teacher portfolios have taken several forms for a variety of purposes. Initially, portfolios were created in many educational settings to document learning. Portfolios were used as one means of assessment in course work or for senior graduation exhibitions. As calls for educational reform continued to be heard in forums ranging from local school board offices to the Oval Office, teacher accountability has become an issue of paramount importance. Parents and politicians alike want assurance that the most competent teachers are providing quality educational experiences for students. Thus, teacher assessment has become a “hot” political topic throughout our country. In the last five years, teacher education programs across America have required that student teachers create portfolios as evaluation instruments to address the often-mandated INTASC (Interstate New Teacher Assessment and Support Consortium, 1987) principles required of all education majors prior to obtaining teacher certification and licenses.

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Student Teachers' Uncertainty Competence and Its Measurement

International Journal of Teacher Education and Professional Development ◽

10.4018/ijtepd.2021070104 ◽

2021 ◽

Vol 4 (2) ◽

pp. 50-65

Author(s):

Philipp Martzog ◽

Svenja Hoyer ◽

Simon Kuttner

Keyword(s):

Student Teachers ◽

Educational Experiences ◽

Professional Lives ◽

Student Knowledge ◽

New Approach ◽

Teacher Authority ◽

Conceptual Clarity ◽

Methodological Considerations ◽

Measurement Approach ◽

Preliminary Support

Uncertainty, here defined as an experienced information deficit regarding teacher authority, student knowledge etc., is a ubiquitous phenomenon in teachers' professional lives. Teacher education in Germany does however not explicitly prepare student teachers for uncertainty, and there is little conceptual clarity regarding competencies required to successfully cope with uncertainty in the teacher profession. Therefore, the authors first propose a new conceptual framework that defines teachers' uncertainty competence (UC) and, secondly, report on a new measurement approach that was developed to assess student teachers' UC in different educational settings. In a final step, the new approach was administered to 356 Waldorf and non-Waldorf student teachers in Germany to examine two core assumptions behind UC, namely its sensitivity to differences in context and educational experiences. Results lend preliminary support for these assumptions and are discussed with regard to their match with the new response concept and methodological considerations regarding its measurement.

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Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v22n2.80687 ◽

2020 ◽

Vol 22 (2) ◽

pp. 131-144

Author(s):

Diego F. Ubaque-Casallas ◽

Edgar Aguirre-Garzón

Keyword(s):

Student Teachers ◽

Local Knowledge ◽

Teaching And Learning ◽

Life Story ◽

Lesson Planning ◽

Private University ◽

Narrative Study

This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.

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Data-Based Supervision Methods for Speech-Language Pathology

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2003.296 ◽

1989 ◽

Vol 20 (3) ◽

pp. 296-304 ◽

Cited By ~ 3

Author(s):

Ann Johnson Glaser ◽

Carole Donnelly

Keyword(s):

Public Schools ◽

Student Teachers ◽

Clinical Supervision ◽

Speech Language Pathology ◽

The Public ◽

Language Pathology ◽

Supervision Model ◽

Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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