Perceptions of Teaching Ability During the Student Teaching Experience in Agricultural Education

2012 ◽  
Vol 53 (4) ◽  
pp. 29-40 ◽  
Author(s):  
Sheyenne Krysher ◽  
Shane Robinson ◽  
Diane Montgomery ◽  
Craig Edwards
Keyword(s):  
Student Teaching ◽  
Agricultural Education ◽  
Teaching Experience ◽  
Teaching Ability ◽  
Perceptions Of Teaching

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

scholarly journals Classroom inside writing activities from perspective of pre-service teacherÖğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

2017 ◽  
Vol 14 (2) ◽  
pp. 1534
Author(s):  
Seyit Ateş
Keyword(s):  
Student Teaching ◽  
Teaching Experience ◽  
Classroom Setting ◽  
Focus Group Interviews ◽  
Writing Practices ◽  
Research Findings ◽  
Group Interviews ◽  
Teachers Perspectives ◽  
Pre Service Teacher

Writing, which is defined as a statement of thoughts, emotions, and knowledge in a writing form, is an important skill used by any individual during lifelong. Due to this fact, writing skill have drawn more attention from educators and researchers and a number of empiric and theoretical researches have been conducted on how to acquire and develop this skill. Additionally, how this skill is transferred into classroom setting has an interest. The current research aimed to explore the writing practices in the classroom settings from the pre-service teachers’ perspectives. This research employed qualitative case study method and the data was collected though the structured observations and semi-structured focus group interviews. The fourth-year pre-service teachers studying at elementary school classroom teaching and their experienced teachers in their student teaching experience schools constituted the research sample. The data was analyzed by using descriptive techniques. The overall findings of the research showed that there was a relative lack of the practice used for developing writing skills in the classroom setting. While the grade level changed, the practices for writing di not differentiated. Based on the research findings, the recommendations were given. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetZihindeki duygu, düşünce ve bilgilerin yazılı bir şekilde ifade edilmesi olarak tanımlanan yazma bireyin hayatı boyunca kullanacağı önemli bir beceridir. Bu nedenle yazma her zaman eğitimcilerin ve araştırmacıların ilgi odağı olmuş, bu becerinin kazanımı ve geliştirilmesiyle ilgili kuramsal ve uygulama temelli çok sayıda araştırma yapılmıştır. Bu araştırmaların sınıflara nasıl yansıdığı ise merak konusudur. Bu araştırmada öğretmen adaylarının perspektifinden sınıfta gerçekleştirilen yazma çalışmalarının betimlenmesi amaçlanmıştır. Araştırma nitel yaklaşımla gerçekleştirilmiş olup veriler yapılandırılmış katılımlı olmayan gözlemler ve katılımcılarla yapılan odak grup görüşmeler yoluyla elde edilmiştir. Sınıf öğretmenliği eğitimi son sınıf öğrencileri ve bu öğrencilerin staja gittikleri okullardaki öğretmenler araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada gözlem ve görüşmelerden elde edilen veriler betimsel analizle çözümlenmiştir. Araştırmadan çıkarılan en genel sonuç ilkokul sınıflarında yazmanın geliştirilmesine yönelik uygulamaların yetersiz olduğu yönündedir. Sınıf düzeyinin değişmesine rağmen yazma öncesinde, yazma sırasında ve yazma sonrasında sınıflarda yapılan çalışmalar farklılaşmamaktadır. Araştırmada elde edilen sonuçlar doğrultusunda uygulamaya yönelik öneriler geliştirilmiştir.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

What If We Can't Apply What We Have Learned?

2019 ◽  
Vol 2 (2) ◽  
pp. 24-36
Author(s):  
Lucila T. Rudge ◽  
Althea M. Gyde
Keyword(s):  
Public School ◽  
Science Teacher ◽  
Student Teaching ◽  
Critical Reflection ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Certificate Program ◽  
The U.S

This study examines the experience of an IB science teacher candidate enrolled in the IB Educator Certificate Program, who completed her student teaching in an IB public school in the U.S. Using critical reflection as a method of inquiry, this study examines her expectations for student teaching, explore her assumptions as an IB teacher candidate, describes her experience, and discusses the implications of her student teaching experience. This study addresses the inconsistency of student teaching placements in IB schools.

Online Faculty Proficiency and Peer Coaching

2011 ◽  
pp. 126-134
Author(s):  
Jason D. Baker ◽  
Shauna Tonkin
Keyword(s):  
Student Teaching ◽  
Online Courses ◽  
Teaching Experience ◽  
Years Of Experience ◽  
Training Environment ◽  
Online Instructors ◽  
Face To Face ◽  
Pedagogical Training ◽  
Face To Face Instruction ◽  
K 12

By the time someone becomes a teacher, regardless of whether he or she enters the K-12 school system, higher education arena, or corporate training environment, he or she has literally had decades of experience with face-to-face instruction. While new teachers vary in their pedagogical training and student teaching experience, they still benefit from a lifetime of experience as students themselves. Accordingly, most of today’s teachers have a fairly common set of experiences and expectations to draw from when planning and evaluating traditional instruction. This is not so when the educational environment is shifted from the four-walled classroom to the online Internet environment. According to Bork (2002), the results of a survey of university instructors revealed that experienced online instructors had taught between four and seven online courses either partially or fully online. While not an insignificant number, it pales in comparison to the teaching experience of the same respondents (e.g., 36% having more than 20 years of experience and 34% with 10-20 years of experience), as well as the nonteaching history that such instructors invariably had.

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