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1.
This paper examines “guided teaching” relationships between student teachers and their university supervisors and cooperating teachers, and the influence of these relationships on learning to teach. With few exceptions, the cooperating teachers and university supervisors in the study played limited roles in the process of learning to teach. Exceptions were a small number of cooperating teachers who believed that they could and should play and active role in student teachers' learning, conducted longer and more frequent conferences with their student teachers, and provided more extensive feedback. Based on these findings, we suggest changes in the roles of the university supervisor and cooperating teacher designed to maximize the likelihood that student teaching will be teacher education and will help student teachers explore new ways of teaching.  相似文献   

2.
Abstract

Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief.  相似文献   

3.
Abstract

Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their beliefs on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision—and the independence of spirit that a strong vision is thought to foster—is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.  相似文献   

4.
Faced with urban schools' reluctance to host student teachers on practicum because “student teachers disturb their teaching order”, Northeast Normal University in Changchun, China, collaborated with four rural provinces to develop a University-Government-School (UGS) initiative for rural practicum placements. To understand the teachers' commitment to this alternative approach to practicum placements, we posed the question: What motivates and challenges teacher participation in the UGS initiative? To provide answers, we drew on the recently developed Mentoring Profile Inventory – a 62-item inventory that captures teachers' motivations and challenges in supervising student teachers on practicum. Further, by comparing the UGS results with those of supervising teachers from three other countries, we were able to discern aspects of the UGS teachers' commitment that were particularly distinctive to the Chinese context. For example, UGS supervisors are significantly more motivated than their international counterparts to participate in the practicum because student teachers: act as a Reminder about Career Development; enable supervisors to have Time-Out to Monitor Pupil Learning; and they Promote Pupil Engagement. These results provide important baseline data for making sense of the UGS teachers' commitment to the practicum, for situating their responses within current educational reform efforts, and for determining their professional development needs.  相似文献   

5.
教师的教育实习,作为联系教师教育中的理论学习与未来教学实践的重要纽带,是教师教育课程中的必要组成部分,也是教师的专业社会化与专业发展的关键阶段。荷兰乌特勒支大学的"现实主义"教师教育实习模式,以傅乐的教师关注理论为基础,重视教育实习与理论学习的紧密融合,大学与中小学指导教师的合作督导,以及实习教师的反思能力的培养等,这些对我国的教师教育实习都会有所启示与借鉴。  相似文献   

6.
Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education.

Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices.

Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment.

Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework.

Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs.

Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.  相似文献   

7.
Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, ‘race’, or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio‐economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo‐Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.  相似文献   

8.
Abstract

This study examined the agreement between cooperating teachers’ and pupils’ assessments of student teachers. Each of 28 student teachers was evaluated by their pupils and cooperating teacher. Significant agreement between the two groups of evaluators was determined by a x2 formula suggested by Lawlis and Lu (5), and the proportion of agreement beyond chance was determined by using the formula suggested by Cohen (l).The results indicated agreement on three of four factors: control in the classroom, personality in relating to students, help given students to understand what they learn. Significant agreement did not exist between cooperating teachers and pupils on their assessments of the variety of learning activities used by student teachers.  相似文献   

9.
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher.  相似文献   

10.
This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of their student teaching experience: collaboration with their cooperating teachers and the classroom practices of their cooperating teachers. Although analysis of the responses revealed that student teachers were generally satisfied with the amount and quality of the collaboration, two important results were revealed. First, about half of the respondents reported spending less than an hour collaborating weekly with their cooperating teacher in various contexts. Second, certain classroom practices of the cooperating teachers were found to be significantly associated with whether they spent more or less than an hour collaborating with their student teachers, and were significantly correlated in most cases. This explicit linkage suggests that the classroom practices of cooperating teachers may extend to the mentoring approach they take when working with student teachers. Suggestions for teacher education programs and cooperating teacher support are shared.  相似文献   

11.
Abstract

In order to recruit, retain, and train quality cooperating teachers, a 35‐item instrument was devised to screen for attitudes toward systematic supervisory behavior, perceptions of factors that impact supervision, and beliefs about preferences for and styles of supervision. After pilot testing, the instrument was completed by 76 physical education cooperating teachers who supervised various field‐practicum students for a large southwestern university. Employing MANOVA followed by ANOVA, differences between groups of cooperating teachers were noted for one subscale: cooperating teachers who coached, taught at the high school level, or did not possess a postgraduate degree had less favorable attitudes toward systematic supervisory behavior. Gender and experience supervising did not differentiate subscale responses. Explanations for noted differences are presented as functions of teacher/coach role conflict, exposure to supervisory training, and the status of secondary physical education. Suggestions for refining the measurement instrument and using it to screen potential cooperating teachers are offered.  相似文献   

12.
Abstract

This article describes one way in which teacher educators can gain a new perspective on integrating theory and practice. By accompanying teachers and student teachers on field trips, teacher educators have the opportunity to enhance their understanding of the day‐to‐day life of a classroom teacher and become a part of the school community.

Participating in a field trip offers a chance to observe classroom management strategies; engage in informal interactions with children, teachers, and parents; develop trust among classroom practitioners; witness emergent curriculum; and participate in authentic assessment.

The author documents a visit to the zoo with kindergarten students, teachers, student teachers, and parents from an urban school and how the visit impacted on her working relationship with cooperating teachers, student teachers, and kindergartners.  相似文献   

13.
This paper describes a study of 28 student‐teachers during a three‐week practicum in which participating students were asked to keep an unstructured journal describing their experiences and reactions to the practicum. The paper examines the perceptions that these students had of the supervision provided by their cooperating teachers. It identifies four distinct styles of teacher supervision, ranging from neglectful practices which alienate students from the practicum experience, to collegial practices which prove to be empowering. The paper concludes that supervision which is collegial is more likely to facilitate the professional growth of student‐teachers and enhance reflective action.  相似文献   

14.
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.  相似文献   

15.
The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program (EC-6). The study used an action research, mixed-methods design. Seventy-one pre-service teachers at a large public university in the southwest completed surveys about their preparedness to teach and teaching efficacy pre and post the student teaching semester. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly (p < .5) from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher.  相似文献   

16.
《师资教育杂志》2012,38(3):197-217

Today, isolated practice is regarded by most educators, administrators and policymakers as an inadequate way of performing teachers' work. Most teachers and teacher educators embrace the current dominant discourse on the virtues of teacher collaboration, but these beliefs do not always materialize in the way programs of initial teacher education are organized and in the way student teachers experience their practice training. This paper examines this contradiction by analyzing the network structure and contents of teachers' professional interactions with student teachers and among themselves in two secondary-school English departments. The data show that despite the formal arrangements and the discourses favoring collaborative practice, the student teachers within the two departments were socialized into professional cultures that framed their views of themselves and of teaching in essentially isolated ways. The paper discusses implications of these results for studies of collaborative cultures in teaching and for the training of beginning teachers.  相似文献   

17.
Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same “visible” students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.  相似文献   

18.
The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests. Rather than students' verbal and nonverbal responsiveness interacting, only students' nonverbal responsiveness significantly affected teachers' liking of students and willingness to comply with student requests. Students' nonverbal responsiveness accounted for 66% of the variance in teachers' liking of students and 31% of the variance in teachers' willingness to comply with student requests. It was also hypothesized that teachers' liking of students would moderate the effect of student responsiveness on teacher compliance. This hypothesis was not supported.  相似文献   

19.
This study investigated outcomes of a clinical faculty training program designed to prepare cooperating teachers for supervising pre-service teachers. Drawing on multiple data sources from more than a decade of implementation, researchers investigated initial outcomes of the program for cooperating teachers, student teachers, and new teachers. Findings suggest that the training resulted in a greater sense of efficacy for aspects of the role and may lead to more effective evaluation practices by clinical faculty and to stronger performances by student teachers. The lack of other significant results may have implications for policies related to the evaluation of teacher preparation programs.  相似文献   

20.
This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory-practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment.  相似文献   

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