Impacts on socialization of student teachers: an ethnographic study

Romance and the Teacher: A Dissertation Revisited

The Qualitative Report ◽

10.46743/2160-3715/2018.3213 ◽

2018 ◽

Author(s):

Amy Spiker

Keyword(s):

Preservice Teachers ◽

Student Teachers ◽

Research Participant ◽

Ethnographic Study ◽

Future Teachers ◽

Simple Question ◽

Self Examination

This article is an auto-ethnographic study of my own deeply held metaphors about teaching and how I carry them into my university classroom work with preservice teachers. It is a continuation of a previously shelved dissertation. Ignited by a simple question during an encounter with a former student and research participant, this article looks at the dissertation work carried out previously through a new lens. The dissertation focused on my participants who were students and student teachers and their metaphors about teaching. Years later I was challenged to revisit this work and identify my own teaching metaphors. By holding a metaphor of teaching as a romance I was challenged to consider how that metaphor carried itself into my teaching and into my relationships with students. Through honest reflection and self-examination, I learned that my metaphors must be recognized and challenged. They do carry into my work with students and can change how I see them as future teachers.

Download Full-text

Beginning Teachers, Schools and Diversity

10.26686/wgtn.16973248.v1 ◽

2021 ◽

Author(s):

◽

Vijaya Muralidharan

Keyword(s):

Beginning Teachers ◽

Student Teachers ◽

Teaching Profession ◽

Ethnographic Study ◽

Initial Teacher Education ◽

Student Diversity ◽

Theory Approach ◽

The Road ◽

Multiple Data ◽

Grounded Theory Approach

<p>As the field of education world-wide is explicitly striving to make schools and education available to all children and young persons, classrooms are becoming increasingly diverse in terms of language, culture, religion, gender, abilities, socioeconomic status and geographic setting. This rapidly growing phenomenon has educators trying to grapple with ways to prepare and support teachers to be responsive to the diverse needs of students in their classrooms. In New Zealand, cultural diversity is also growing rapidly. By the middle of this century nearly half the student population will be of Pasifika origin. Those opting into the teaching profession must be equipped to confront this reality. While initial teacher education can provide opportunities for student teachers to critically examine their own beliefs and orientation towards diversity, and also provide a snapshot of the reality of classrooms through practicum, it is when they begin actual teaching in schools that the "rubber hits the road". This ethnographic study explores the beliefs and attitudes of beginning teachers about student diversity and possible influences of the primary school culture on their perceptions and practice. Seven beginning teachers were involved in the study over a period of 6-18 months. Multiple data sources were used and data was thematically analysed across the settings using a grounded theory approach.</p>

Download Full-text

Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol2iss1pp98-144 ◽

2008 ◽

Vol 2 (1) ◽

pp. 98

Author(s):

Mohamed Ismail Abu-Rahmah

Keyword(s):

Student Teachers ◽

Prospective Teachers ◽

Arab World ◽

Ethnographic Study ◽

Three Dimensions ◽

Male Students ◽

Teaching Skills ◽

Language Teacher ◽

Saudi Students ◽

Male Subjects

The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of theses qualities. There were statistically significant differences in the perception of the qualities between the male subjects and the female subjects in favour of females. It was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar views for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different iiviews as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same views, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was i recommended that two further studies are needed: (1) a l study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.

Download Full-text

Beginning Teachers, Schools and Diversity

10.26686/wgtn.16973248 ◽

2021 ◽

Author(s):

◽

Vijaya Muralidharan

Keyword(s):

Beginning Teachers ◽

Student Teachers ◽

Teaching Profession ◽

Ethnographic Study ◽

Initial Teacher Education ◽

Student Diversity ◽

Theory Approach ◽

The Road ◽

Multiple Data ◽

Grounded Theory Approach

<p>As the field of education world-wide is explicitly striving to make schools and education available to all children and young persons, classrooms are becoming increasingly diverse in terms of language, culture, religion, gender, abilities, socioeconomic status and geographic setting. This rapidly growing phenomenon has educators trying to grapple with ways to prepare and support teachers to be responsive to the diverse needs of students in their classrooms. In New Zealand, cultural diversity is also growing rapidly. By the middle of this century nearly half the student population will be of Pasifika origin. Those opting into the teaching profession must be equipped to confront this reality. While initial teacher education can provide opportunities for student teachers to critically examine their own beliefs and orientation towards diversity, and also provide a snapshot of the reality of classrooms through practicum, it is when they begin actual teaching in schools that the "rubber hits the road". This ethnographic study explores the beliefs and attitudes of beginning teachers about student diversity and possible influences of the primary school culture on their perceptions and practice. Seven beginning teachers were involved in the study over a period of 6-18 months. Multiple data sources were used and data was thematically analysed across the settings using a grounded theory approach.</p>

Download Full-text

Feltarbeid – forskande tilnærming til praksis

Praksisnær undervisning – i praksis og teori ◽

10.23865/noasp.94.ch9 ◽

2020 ◽

pp. 161-177

Author(s):

Njål Vidar Traavik ◽

Egil Eide ◽

Gisle Heimly

Keyword(s):

High School ◽

Student Teachers ◽

Junior High School ◽

Junior High ◽

Methodological Approach ◽

Field Work ◽

Senior High School ◽

Ethnographic Study ◽

Vocational Teachers ◽

Vocational Student

Using field work and undergoing field practice in junior high school in teacher education for vocational subjects is a new methodological approach to focus, content and to how student practice is organized and carried out. Our research study posed two main questions: 1. Did vocational student teachers find their field-study relevant and meaningful while in junior high school practice and in view of their future vocational teacher practice? 2. Can micro-ethnographic study as a method be used in teaching in vocational subjects for first, second and third year of senior high school? In light of their experiences in senior high, we wanted to challenge the students to rethink and perhaps alter their approach to teaching within the framework of the junior level of high school. We also wanted the students to design and carry out a project they found challenging as well as novel for them. The selection consisted of 60 students who study to become vocational teachers. The project, including the evaluation of it, was completed in the autumn of 2016. The practice period in junior high school had a duration of two weeks. Findings: All students considered their practice as relevant, meaningful and useful in the context of their future career as teachers. A large majority considered micro-ethnographic study as relevant for their own practice as teachers in vocational subjects in first, second and third year of senior high school. In particular, they found the subject called ‘prosjekt til fordjuping’ (‘project for deeper learning’) as very useful. Periods of placement in factories and other work situations were also found to be very useful.

Download Full-text

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.

Download Full-text