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.

scholarly journals Preservice Music Teacher Occupational Identity Development in an Early Field Experience

2020 ◽  
Vol 30 (1) ◽  
pp. 39-52
Author(s):  
Olivia Gail Tucker
Keyword(s):  
Preservice Teachers ◽  
Identity Development ◽  
Teacher Educators ◽  
Field Experience ◽  
Music Teachers ◽  
Teaching Experience ◽  
Music Teacher ◽  
Occupational Identity ◽  
Early Field Experience ◽  
Student Interactions

Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates’ transitions into the teacher role. The purpose of this instrumental case study was to examine the occupational socialization and identity development of preservice music teachers in an early field teaching experience with a focus on preservice teacher and P–12 student interactions. I conducted observations, interviews, and a demographic survey during a semester-long early field experience. Findings centered around (a) the dynamic nature of preservice teachers’ identities; (b) the importance of peers, music teacher educators, and students to preservice participants as they engaged in the process of becoming music teachers, and (c) the momentary embodiment of music teacher and student roles. I connect these findings to prior research and suggest implications.

scholarly journals Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

2021 ◽  
Author(s):  
Christopher S. Long ◽  
Becky Barton Sinclair ◽  
Barry J. Fraser ◽  
Tiffany R. Larson ◽  
Pamela E. Harrell
Keyword(s):  
Preservice Teachers ◽  
Learning Environments ◽  
Teachers Perceptions ◽  
Before And After

Did it count?: Preservice teachers’ reflections on teaching with primary sources

2017 ◽  
Vol 12 (3) ◽  
pp. 280-294
Author(s):  
Deborah Lynn Morowski ◽  
Theresa M. McCormick
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Field Experiences ◽  
Primary Source ◽  
Elementary Classroom ◽  
Primary Sources ◽  
Content Type ◽  
The Impact

Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges. Findings The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges. Originality/value This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.

scholarly journals Preservice Teachers’ Perceptions of Students with Learning Disabilities: Using Mixed Methods to Examine Effectiveness of Special Education Coursework

2016 ◽  
Author(s):  
Renée Greenfield ◽  
Megan Mackey ◽  
Gretchen Nelson
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
General Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Assigned Reading ◽  
Based Instruction ◽  
K 12

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, journals, and focus groups to examine pre-service teachers’ perceptions over time. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Reflections and suggestions for other teacher educators are offered.

scholarly journals Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 2-25
Author(s):  
Sharon L. Allan
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Subject Position ◽  
Interpretive Case Study ◽  
Intern Teachers ◽  
Bachelor Of Education

Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience.            Keywords: professional identity; borderland space; intern teachers; field experience; interpretive case study

scholarly journals Primary field experiences: Critical for primary generalist physical education teachers?

2021 ◽  
pp. 1356336X2199118
Author(s):  
Frances Murphy ◽  
Susan Marron ◽  
Maura Coulter
Keyword(s):  
Physical Education ◽  
Reflective Practice ◽  
Professional Learning ◽  
Teacher Educators ◽  
Field Experience ◽  
Field Experiences ◽  
Primary Teachers ◽  
Study Data ◽  
Physical Education Teachers ◽  
Qualitative Descriptive

Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with a view to improving practice. The focus of this study is on field experiences and reflective practice of a cohort of generalist primary pre-service teachers (PSTs) ( N=25). This study is a qualitative descriptive study. Data analysed were written reflections chosen because they were considered a powerful professional learning tool. The reflections focused on a particular field experience that consisted of teaching physical education supported by their peers and teacher educators. Findings of the study reveal that the PSTs appreciated the learning environment provided by the field experience, characterised by dialogue, support and encouragement. They saw merit, relevancy and meaningfulness in the experience prior to embarking on it, where both anxiety and excitement were highlighted. While their learning focused on lesson planning, resource management and class organisation, they wrote of learning from observing their peers teaching, from co-teaching and from receiving feedback from teacher educators and peers. They identified the potential to build on this experience within their future evaluated experiences. The focus on physical education within a particular field experience is significant in building the confidence and competence of PSTs.

scholarly journals Pedagogy: A Teacher’s Practice

2020 ◽  
Vol 14 (1) ◽  
pp. 39-56
Author(s):  
Andrew Foran ◽  
Dan Robinson ◽  
Margareth Eilifsen ◽  
Elizabeth Munro ◽  
Tess Thurber
Keyword(s):  
Preservice Teachers ◽  
Nova Scotia ◽  
Public Education ◽  
Beginning Teachers ◽  
Lived Experiences ◽  
Teacher Educators ◽  
Field Experience ◽  
Anecdotal Evidence ◽  
Human Relations ◽  
Technical Model

Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model.

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