New Teachers Workshop: Memo to Student Teachers

1987 ◽  
Vol 76 (5) ◽  
pp. 93
Author(s):  
Joseph Lazarski
Keyword(s):  
Student Teachers ◽  
New Teachers

Video narratives to assess student teachers’ competence as new teachers

2015 ◽  
Vol 22 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Wilfried Admiraal ◽  
Amanda Berry
Keyword(s):  
Student Teachers ◽  
New Teachers

Student Teaching and the Geography of Teacher Shortages

2020 ◽  
pp. 0013189X2096209
Author(s):  
Dan Goldhaber ◽  
John Krieg ◽  
Natsumi Naito ◽  
Roddy Theobald
Keyword(s):  
Student Teachers ◽  
Empirical Evidence ◽  
Student Teaching ◽  
New Teachers ◽  
Fixed Effects ◽  
New Teacher ◽  
The State ◽  
Teacher Shortages ◽  
Unique Dataset

We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student teachers tend to hire significantly more new teachers with emergency credentials the following year. These relationships are robust to district fixed-effects specifications that make comparisons across schools within the same district. This descriptive evidence suggests exploring efforts to place student teachers in schools and districts that struggle to staff their classrooms.

A Study on New Teachers’ Identity and Possible-Selves: Pre-Service EFL Teachers’ Fears and Expectations

2017 ◽  
Vol 5 (1) ◽  
pp. 468
Author(s):  
Pınar Babanoğlu ◽  
Reyhan Ağçam
Keyword(s):  
Identity Development ◽  
Student Teachers ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
New Teachers ◽  
Possible Selves ◽  
New Teacher ◽  
Future Research ◽  
Effective Teacher ◽  
Efl Teachers

There is a little doubt that becoming a teacher is a long and challenging journey where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) points out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. In relation to the idea of being lifelong ever-growing and ongoing, teacher identity is defined as a process in which teachers constantly re-interpret their experiences (Beijaard, Verloop ve Vermunt, 2004). This study investigates the possible-selves of pre-service EFL teachers in relation to the concept of new teacher identity. Aim of the study is to measure possible selves new teachers expect to become and fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ (Hanmann, Wang and Burley, 2013; Dalioğlu and Adıgüzel, 2015) is used to measure EFL teacher candidates’ expected teacher possible-selves and feared teacher possible-selves. A six point Likert type scale of questionnaire consisting two parts ( expected and feared teacher possible selves) is applied to pre-service EFL teachers from different universities who are involved to the data collection procedure. Statistical analysis is employed to measure the results of the questionnaire gathered from participants. The interpretation of the outcomes of the data analysis will be discussed; pedagogical implications and suggestions for future research will be shared during the presentation.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
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.

Two Approaches for New Teachers

1973 ◽  
Vol 18 (9) ◽  
pp. 426-427
Author(s):  
STEPHEN R. DEANE
Keyword(s):  
New Teachers
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