A Comparison Of Student Teachers' Perceptions Of Important Elements Of The Student Teaching Experience Before And After A 12-Week Field Experience

2002 ◽  
Vol 43 (3) ◽  
pp. 72-83 ◽  
Author(s):  
Julie F. Harlin ◽  
M. Craig Edwards ◽  
Gary E. Briers
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Field Experience ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Before And After

Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Brandy Lynch ◽  
Jennifer Krause ◽  
Scott Douglas
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Teacher Student ◽  
Virtual Observation ◽  
Integral Role ◽  
Alternative Means ◽  
The University

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to be effective, universities are seeking alternative means of conducting teaching observations that alleviate time, distance, and financial constraints. One such option is virtual observation through video chat programs. Thus, the purpose of this study was to determine STs’ perceptions of the effectiveness and feasibility of virtual observation versus traditional observation in physical education teacher education (PETE). Results showed STs prefer virtual observation with a PE content expert over traditional visits if the US did not have PE content expertise. STs noted technological challenges such as Wi-Fi connectivity and environmental distraction with virtual observation. Benefits of virtual observation include increased ability to hear STs’ interactions with students, improved feedback potential, less travel time, and financial savings. Results of this study suggest that while traditional on-site observation visits are preferred and ideal, virtual observation is a viable alternative when technological challenges are appropriately addressed.

Changes in the Images of Teaching, Teachers, and Children Expressed by Student Teachers before and after Student Teaching

2010 ◽  
Vol 106 (3) ◽  
pp. 769-784
Author(s):  
Tomotaka Mishima ◽  
Akihiro Horimoto ◽  
Toshiaki Mori
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Student Teaching ◽  
Grade Level ◽  
Education Majors ◽  
Education Faculty ◽  
Before And After ◽  
Realistic Images

The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1–2, 3–4, 5–6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphorquestionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and clear images of teaching. For images of teachers, responses on the factor Performer changed, suggesting that students started to develop more active images of teachers. For images of children, responses on the factors Critic and Pure-minded Person changed, suggesting that student teachers started to develop more realistic images of children. However, grade level taught had no significant effect.

scholarly journals The First Field Experience: Perceptions of ESOL Pre-Service Teachers

2021 ◽  
Vol 12 (5) ◽  
pp. 15
Author(s):  
Babak Khoshnevisan ◽  
Mojgan Rashtchi
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Developmental Stages ◽  
Field Experiences ◽  
Teachers Perceptions ◽  
Experience Teaching ◽  
Before And After ◽  
Pedagogical Competence ◽  
Constant Comparative Analysis

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.

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.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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.

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