Becoming a Better Teacher: An Analysis of the Student Teaching Experience

1985 ◽  
Vol 4 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
Social Behavior ◽  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
Teaching Experience ◽  
Critical Incident Technique ◽  
Teaching Experiences ◽  
Entire Class ◽  
Actual Teaching ◽  
Analyze Data

An analysis of student teaching was made to determine how student teachers defined becoming a better teacher based on their actual teaching experiences in the gymnasium. Specifically, two definitions were derived from experiences the subjects identified as indicative of either progress or no progress in becoming a better teacher. A critical incident technique was employed to collect and analyze data from 20 student teachers. Data were collected in the second, sixth, and ninth weeks of a 10-week experience. Reliability of data was established by comparing exact agreements between the investigator and five impartial judges. The results of this study suggested the student teachers defined a better teacher through experiences in which a teacher-planned lesson activity was felt to have worked due to the entire class responding to the teacher’s efforts with appropriate social behavior. Incidents not indicative of a better teacher were those whereby the student teachers felt an activity they tried did not work, resulting in wasted time and inappropriate social behavior by the entire class. Further, it was found these definitions did not change throughout the student teaching experience.

Uncovering cultural assumptions: Using a critical incident technique during an international student-teaching field experience

2017 ◽  
Vol 20 (2) ◽  
pp. 146-162 ◽  
Author(s):  
Samara Madrid Akpovo
Keyword(s):  
Young Children ◽  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
Critical Incidents ◽  
Field Experience ◽  
Critical Incident Technique ◽  
Cultural Assumptions ◽  
The Us ◽  
International Field Experience

This research examined the critical incidents of 10 United States (US) early childhood student teachers during a three-week university-sponsored international field experience conducted in three urban preschools in Kathmandu, Nepal. The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically on successful and unsuccessful intercultural interactions in an effort to identify cultural assumptions about teaching young children. The approach was used not only to make assumptions visible, but also to make conceptual and behavioral changes based on what was learned from the critical reflection. The student teachers wrote weekly critical incidents, which were then discussed during weekly individual interviews. Three group discussions, a research journal, and field notes were used to triangulate the findings. A qualitative thematic analysis revealed five types of written critical incidents: descriptive, hypothetical, resistive, reflective, and integrative. Illustrative critical incidents are presented to compare and contrast how the international field experience allowed for productive reflection of cultural assumptions for some student teachers while leading to resistance to cultural assumptions for other student teachers. The findings suggest that outcomes vary based on the student teachers’ ability not only to identify their cultural assumptions, but also to challenge their cultural assumptions with actions grounded in ethnorelative reflection when teaching diverse groups of young children in the US and abroad.

“The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences

2018 ◽  
Vol 20 (3) ◽  
pp. 309-312
Author(s):  
Minsun Shin
Keyword(s):  
Early Childhood ◽  
Performance Assessment ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Performance ◽  
Teaching Experience ◽  
Teaching Experiences ◽  
Teacher Performance Assessment ◽  
The Impact

This colloquium brings forward the “inside” voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the “educative” function that the edTPA claims.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2015 ◽  
pp. 195-219 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

Cosmopolitanism in a World of Teachers

2017 ◽  
pp. 232-248
Author(s):  
John K. Lee ◽  
Ivonne Chirino-Klevans
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
International Student ◽  
Critical Incidents ◽  
School Context ◽  
Intercultural Competency ◽  
Intercultural Competencies ◽  
Chinese School ◽  
International Student Teaching

Cosmopolitanism, an emerging educational context in the last decade, has come to mean many things. Three constructs—cosmopolitanism as experience; cosmopolitanism as multiculturalism; and cosmopolitanism as intercultural competency—provide ways to conceptualize American student teachers in a Chinese school context. In this chapter, a collection of critical incidents is presented to illuminate these constructs in the ways they support and extend the researchers' efforts to use technology to support an international student teaching program in China. Critical incidents describe an event or experience, something planned, if successful or not, or events that are coincidental in nature. Each critical incident is situational and serves as a snapshot to enable discussion and consideration of related issues leading to action. The critical incidents in this chapter show the ways that teachers used technology to deepen their intercultural competencies through the lens of cosmopolitanism while taking into account similarities and differences in the partners' approaches to effective education.

Through the eyes of young EFL learners: learning with student teachers

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 316-327
Author(s):  
Rana Yildirim ◽  
Esra Orsdemir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
Efl Learners ◽  
Education Literature ◽  
Mentoring Practices ◽  
Teachers Beliefs

Abstract The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.

Student Teachers’ Stress and Social Problem-Solving Skills

2002 ◽  
Vol 2 (3) ◽  
pp. 313-313
Author(s):  
Cameron Montgomery
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Student Teaching ◽  
Social Problem ◽  
Teaching Experience ◽  
Social Problem Solving ◽  
After School ◽  
Quebec City ◽  
Education Student ◽  
Problem Solving Skills

In this study we examined the relationship between stress and social problem-solving skills in student teachers. Results did not show any significant increase in social problem skills at the end of student teaching in 117 primary education student teachers at Laval University in Quebec City. Similarly, stress did not significantly increase. Our results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress increases. The training of certain social problem-solving skills (problem orientation, generation of alternative solutions, cognition and emotion strategies) could be a promising method for reducing student teachers’ stress. The more we teach student teachers to manage their emotional stress and relax after school or work (relaxation potential), the more they will succeed in reducing their anxiety and overcoming depression.

scholarly journals Quality of Practice Teaching Assignments as Experienced by Students Teachers of Silliman University

2019 ◽  
Vol 2 (1) ◽  
pp. 53-67
Author(s):  
Batchiba R. Lacdo-o
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Data Gathering ◽  
Teaching Experience ◽  
Teacher Assessment ◽  
Rank Test ◽  
Elementary And Secondary Education ◽  
Significant Difference ◽  
Practice Teaching

This paper compared on-campus and off-campus practice teaching experience of 49 baccalaureate students in Elementary and Secondary Education of Silliman University College of Education. A self-administered questionnaire, the revised Student Teacher Assessment on the Silliman University Student Teaching Program, was the main data gathering instrument used. The Wilcoxon Matched-Pairs Rank Test showed that there was no significant difference in the student teachers’ ratings of their on-campus and off-campus experiences.  The same findings were noted on the challenges they have encountered and the recommendations they have posited, namely: classroom management and mentors’ support and relationship.  Further, the findings revealed that classroom management and mentors’ support and relationship were their top two challenges.  The student teachers strongly recommended that support for student teaching be improved especially in terms of mentors’ support and scheduling.  In addition, they strongly recommended that they are pre-observed by their supervisors before their final student teaching demonstration. 

Video Annotation Software in Teacher Education: Researching University Supervisor’s Perspective of a 21st-Century Technology

2018 ◽  
Vol 47 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Jillian Ardley ◽  
Jacqueline Johnson
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Communication Technology ◽  
Teaching Experience ◽  
Video Annotation ◽  
Annotation Tool ◽  
University Supervisors ◽  
Video Recordings ◽  
Technology Tool ◽  
The University

Video recordings for student teaching field experiences have been utilized with student teachers (also known as teacher candidates) to (a) capture the demonstration of their lesson plans, (b) critique their abilities within the performance, and (c) share and rate experiences for internal and external evaluations by the state and other organizations. Many times, the recording, saving, grading, and sharing process was not efficient. Thus, the feedback cycle from the university supervisor to the teacher candidate was negatively impacted. However, one communication technology tool that has the potential to facilitate the feedback process is video annotation software. This communication technology uses the storage within a remote server, known also as a cloud, to store videos that include typed commentary that is in sync with the portion of the video recorded. A group of university supervisors piloted a video annotation tool during student teaching to rate its effectiveness. Through a survey, the participants addressed how they perceived the implementation of the video annotation tool within the student teaching experience. Results suggest a video annotated technology-based supervision method is feasible and effective if paired with effective training and technical support.

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