Cooperating Teachers' Perceptions Of Important Elements Of The Student Teaching Experience: A Focus Group Approach With Quantitative Follow-Up

2001 ◽  
Vol 42 (3) ◽  
pp. 30-41 ◽  
Author(s):  
M. Craig Edwards ◽  
Gary E. Briers
Keyword(s):  
Focus Group ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Group Approach ◽  
Teachers Perceptions

Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences

2020 ◽  
Vol 68 (4) ◽  
pp. 451-468
Author(s):  
Philip B. Edelman
Keyword(s):  
Student Teaching ◽  
Student Behavior ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Experience ◽  
Personal Traits ◽  
Successful Student ◽  
Teacher Success ◽  
Selected Traits ◽  
Teacher Traits

The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method put forward by Teachout. Results revealed that the highest-rated items regardless of demographic grouping variables were demonstrating appropriate social behavior, stress management, fostering appropriate student behavior, establishing a positive rapport with others, and enthusiasm. All participant groups rated personal traits, behaviors, and skills as most important; followed by teaching traits, behaviors, and skills; then musical traits, behaviors, and skills. Content analyses of open-ended questions revealed that no items had a universal meaning among participants in this study.

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.

scholarly journals Classroom Management Self-Efficacy of Pre-Service Teachers

2018 ◽  
Vol 5 (2) ◽  
pp. 134
Author(s):  
Tammie T. Patterson ◽  
Dr. Aarek Farmer
Keyword(s):  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Management Program ◽  
Preparation Programs ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Quasi Experimental

<p><em>This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding</em><em> </em><em>classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers. </em><em></em></p><em></em><em></em>

Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Brandy Lynch ◽  
Jennifer Krause ◽  
Scott Douglas
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Teacher Student ◽  
Virtual Observation ◽  
Integral Role ◽  
Alternative Means ◽  
The University

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to be effective, universities are seeking alternative means of conducting teaching observations that alleviate time, distance, and financial constraints. One such option is virtual observation through video chat programs. Thus, the purpose of this study was to determine STs’ perceptions of the effectiveness and feasibility of virtual observation versus traditional observation in physical education teacher education (PETE). Results showed STs prefer virtual observation with a PE content expert over traditional visits if the US did not have PE content expertise. STs noted technological challenges such as Wi-Fi connectivity and environmental distraction with virtual observation. Benefits of virtual observation include increased ability to hear STs’ interactions with students, improved feedback potential, less travel time, and financial savings. Results of this study suggest that while traditional on-site observation visits are preferred and ideal, virtual observation is a viable alternative when technological challenges are appropriately addressed.

Assessing Pre-Service Teachers' Assessment Literacy

2019 ◽  
pp. 42-57
Author(s):  
Beth Clark-Gareca
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Daily Work ◽  
Classroom Assessments ◽  
Raising Awareness ◽  
K 12

Conducting classroom assessments is a regular part of teachers' daily work. Despite the centrality of tests in K-12 classrooms, teacher candidates consistently demonstrate fundamental weakness in their understanding and implementation of assessment. Student teaching has the potential to be an important training ground for teacher candidates to grow in their assessment practices, and by focusing on assessment during the student teaching experience, teacher candidates can more easily develop a deeper understanding of the myriad ways to evaluate student learning. This chapter explores the assessment relationships between teacher candidates and their mentors (i.e., cooperating teachers, student teaching supervisors, and seminar instructors) and provides a framework through which intentional and incidental classroom assessment can be considered. Ways to teach assessment through planning, debriefing, and raising awareness through noticing are discussed, and recommendations are made to help teacher candidates build the foundation of a strong assessment repertoire.

scholarly journals Music Student Teachers’ Perceptions of Their Seminar Experience: An Exploratory Study

2019 ◽  
Vol 29 (1) ◽  
pp. 11-25
Author(s):  
Christopher M. Baumgartner ◽  
Kimberly H. Councill
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Learning Community ◽  
Student Teaching ◽  
Professional Learning ◽  
High Stakes ◽  
Safe Place ◽  
Teachers Perceptions ◽  
Music Student ◽  
Group Interviews

The purpose of this study was to examine music student teachers’ (MST) perceptions of their student teaching seminar. MSTs immersed in their P -12 placements and the accompanying seminar at three state universities in the Midwest served as focus group participants. Through analysis of focus group interviews and course documents, we focused on MSTs’ perceptions of seminar purpose, structure, content, and assessment methods. Overwhelmingly, MSTs perceived the seminar as a professional learning community and a “safe place,” and they appeared to prefer frequent seminar meetings. While some MSTs felt more time per seminar was needed, others expressed difficulty in focusing after a full day of teaching. High-stakes teacher performance and portfolio assessments were a major focus of seminar content. We recommend incorporating activities into the seminar that support continued pedagogical growth and socialization into the profession.

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