A Model for Helping Student Teachers

1983 ◽  
Vol 76 (1) ◽  
pp. 60-63
Author(s):  
Patricia F. Campbell ◽  
Grayson H. Wheatley
Keyword(s):  
College Student ◽  
Secondary School ◽  
Student Teachers ◽  
Student Teaching ◽  
Beginning Teacher ◽  
Teaching Experience ◽  
Preparation Program ◽  
Professional Attitudes

In the sequence of courses that comprise a secondary school teacher's preparation program, the student teaching experience probably makes the most profound impression on the student. Within weeks, the student changes from a college student to a beginning teacher. The development of professional attitudes, skills, and responsibilities during that period occurs under the guidance of an experienced supervising teacher.

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.

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.

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.

Key Aspects of Student Teaching

2016 ◽  
Vol 35 (2) ◽  
pp. 54-61
Author(s):  
John M. Denis
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Teaching Experience ◽  
Cooperating Teacher ◽  
Review Of Literature ◽  
Music Classroom ◽  
Potential Impact ◽  
Key Aspects ◽  
The University

The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.

Physical Education Student Teachers’ Beliefs in Their Control Over Student Learning

1986 ◽  
Vol 5 (3) ◽  
pp. 198-203 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Education Student ◽  
Control Scale ◽  
Student Failure ◽  
Teachers Beliefs ◽  
Period Data

This study determined changes in physical education student teachers’ beliefs (perceptions) of control over student learning. A pre-post student teaching design was used to detect changes in beliefs of 44 volunteer physical education student teachers. Beliefs in control over learning outcomes were measured by the Teacher Locus of Control scale. Pretesting was completed 5 weeks prior to teaching, and posttesting was administered at the completion of the 10-week student teaching experience. Data were gathered over a 2-year period. Data analyzed via a paired t-test indicated the student teachers’ belief of responsibility for student learning was decreased. Specifically, total responsibility for student outcomes and responsibility for student failure showed significant p < .05) decreases. No change in beliefs regarding control over student success was detected. A multiple regression analysis revealed significant p < .05) gender differences on the postteaching composite score. It appeared that males showed a significantly greater overall decrease in perceptions of beliefs of control over student learning.

scholarly journals Student Teachers' Interactions with Students during Middle School Physical Education Game Play

2008 ◽  
Vol 14 (2) ◽  
pp. 20-25
Author(s):  
David BARNEY ◽  
Gary LIGUORI
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Game Play ◽  
Student Interactions ◽  
Teacher Student ◽  
Course Work ◽  
Physical Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Rink, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types or interactions they had with their students during class time. It was found that these student teachers generally had positive and general interactions with students. Many of the interactions that were given usually included the word “good” or “nice” in it. It is recommended that student teachers are more specific in their interactions with students during class work. 老師與學生的互動作用是在學校內常見的現象。老師所説的和所做的事情都能夠影響學生的學習(Rink, 2002)。這項研究的目的是調查師生之間互動作用的種類，實習教師與學生的體育遊戲活動。本研究以兩位男性體育教師為對象，了解他們與學生的互動行為。學生佩帶一個無線話筒，研究員能聽見所表現的互動行為。結果顯示實習教師與學生一般有正面的互動作用。教師時常給予互動作用的詞語有「好」，這是一種很多的師生互動。

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