scholarly journals Development and Changes in Student Teachers´ Knowledge Concerning Diagnostic in Chemistry Teaching - A Longitudinal Case Study

2018 ◽  
Vol 14 (12) ◽  
Author(s):  
Silvija Markic ◽  
Yannik Tolsdorf
Keyword(s):  
Student Teachers ◽  
Longitudinal Case Study ◽  
Chemistry Teaching

scholarly journals A Longitudinal Case Study of a School- University Partnership for Training Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. 42-56
Author(s):  
Susan M. Tracz ◽  
Paul Beare ◽  
Colleen Torgerson
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teachers ◽  
Student Teacher ◽  
Emotional Support ◽  
Longitudinal Case Study ◽  
University Partnerships ◽  
University Partnership

Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors.

Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study

2017 ◽  
Vol 11 (2) ◽  
pp. 123-140 ◽  
Author(s):  
Rea Raus
Keyword(s):  
Sustainable Development ◽  
Identity Development ◽  
Student Teachers ◽  
Teacher Identity ◽  
Education For Sustainable Development ◽  
Critical Importance ◽  
Longitudinal Case Study ◽  
Formal Curriculum ◽  
Ecological Self

In the context of teacher education (TE) for sustainable development (SD), questions related to a teacher’s values, worldview and identity present a particular interest and are of critical importance. In the present article, student–teachers’ understanding of Teacher self and nature is focused on through discussions of personal and professional settings. The perceived curriculum, that is, reflection on a formal curriculum of a particular TE programme, is discussed to investigate how existing TE curriculum supports the development of the ecological, holistic self of a future teacher. The longitudinal study of 9 student teachers attempts to illuminate the process of the development of their ecological self during the first 4 years of studies in a particular initial TE programme. Although literature stresses the need to begin TE with investigating teacher identity, the results show that according to student teachers’ opinions, the particular TE curriculum does not address the notion of teacher identity in a focused manner, and more prominently, it does not address teacher identity development in the context of Education for Sustainable Development (ESD).

MRI abnormalities associated with Vigabatrin treatment – a longitudinal case study and an atypical case

2010 ◽  
Vol 41 (02) ◽  
Author(s):  
T Polster ◽  
C Thiels ◽  
S Axer ◽  
G Classen ◽  
A Hofmann-Peters ◽  
...  
Keyword(s):  
Longitudinal Case Study ◽  
Atypical Case

Neuropsychological and neuroimaging findings of developmental dysphasia: A longitudinal case study

1997 ◽  
Vol 11 (2) ◽  
pp. 139-152
Author(s):  
J. Deus ◽  
C. Junque ◽  
J. Pujol ◽  
P. Vendrell ◽  
M. Vila ◽  
...  
Keyword(s):  
Longitudinal Case Study

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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