PRE-SERVICE TEACHER PERCEPTIONS ABOUT THEIR EXPERIENCES IN THE REMOTE CLASSES FROM THE PERSPECTIVE OF THE PEDAGOGICAL VARIATION MODEL (PVM ROGERS, 2013)

2021 ◽  
Author(s):  
Maria Susy Rogers ◽  
Aline Grunewald Nichele
Keyword(s):  
Teacher Perceptions ◽  
Pre Service Teacher ◽  
Variation Model

Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions

2009 ◽  
Vol 25 (2) ◽  
pp. 285-296 ◽  
Author(s):  
Karen Goodnough ◽  
Pamela Osmond ◽  
David Dibbon ◽  
Marc Glassman ◽  
Ken Stevens
Keyword(s):  
Teacher Perceptions ◽  
Student Teaching ◽  
Cooperating Teacher ◽  
Pre Service Teacher

‘Even if No-One Looked at it, it was Important for My Own Development’: Pre-Service Teacher Perceptions of Professional Portfolios

2009 ◽  
Vol 53 (3) ◽  
pp. 277-293 ◽  
Author(s):  
Stephanie Chitpin ◽  
Marielle Simon
Keyword(s):  
Teacher Perceptions ◽  
Reflective Practice ◽  
Peer Feedback ◽  
Professional Portfolios ◽  
Classroom Conversations ◽  
Pre Service Teacher

This study was conducted with 15 pre-service teachers enrolled in the Reflective Practice Seminar in primary/junior division at a Canadian university. Data were gathered through interviews, informal classroom conversations and reflections over an eight-month period. This article considers the issue of how constructing a professional portfolio helps pre-service teachers examine their identity as learners. The findings highlight their perceptions around purpose, process and impact. Despite the overwhelming nature of reflection, pre-service teachers in this study said that constructing a professional portfolio challenged them to cyclically reflect on taken-for-granted assumptions, articulate growth and gain perspectives. They also recommended that exemplars be provided for improvement as well as increased instructor and peer feedback within the reflective seminar.

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