Dissertations / Theses: 'Student teaching'

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Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.

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Tu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.

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Tang, Yee-fan Sylvia, and 鄧怡勳. "A study of student teachers' perception of the role of student teaching through their experiences in student teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956750.

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Keinvall, Kristoffer. "Teaching English 5 to Swedish vocational students : student attitudes, motivation and adaptation of teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85554.

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There has been research that suggests that an anti-studying culture is present in vocational programs in Sweden (Högberg 2009), and that teachers need to adapt their teaching to the students’ vocational interests in order to create an interest in learning (Lindahl 2015; Riley & Eriksson 2014; Smagorinsky et al. 2010). This study investigates how three teachers working at a vocational school in a rural area of Sweden teach the English 5 course. This entails investigating how the teachers perceive student attitudes, how they adapt their teaching, and also how they work to raise motivation among the students. The method used for this is semi-structured personal interviews along with a qualitative content analysis. The results of the study showed that attitudes among students are generally good with some exceptions, where lacking proficiency seems to be a factor regarding poor attitudes. It became evident that the main tool for raising motivation among the students is the adaptation of the teaching. The results also showed that some student groups are more interested in learning English than others, likely because of some students seeing English more a useful tool for their future working life. The issue of social structures regarding the Swedish educational system is also brought up. There is an implication for teachers regarding the adaptations – there has to be a balance between making vocational students interested, while still making sure they do not miss out on any content, i.e. that they get equal opportunity to learn as other students.

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Kakakhel, M. M. S., W. Jamal, and H. Baig. "Student evaluation of teaching (set): perceptions of students and faculty." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/45330.

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Quality assurance and focus on performance management is the urgent need of time in today’s business environment. Among the quality assurance, student evaluations of teaching (SET) is always debatable by researchers and academicians. Keeping in consideration the need of high quality education this paper tends investigate the perception of faculty and student about the Student Evaluations of Teaching (SET).

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Veneskey, John E. "Catalysts for Success: Beliefs of Effective Teaching Among Members of the Music Student Teaching Triad." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400166440.

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Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections. A collective case study approach was followed to gain a detailed understanding of the experiences of the five student teachers, looking specifically at their confidence in teaching and the factors associated with it. Findings indicated that the confidence in teaching of all five student teachers changed throughout their practicum experiences. Results suggested many factors influenced these changes. Student teachers shared that the student teaching experience, the grade level/subjects taught, their relationships with their students, and their relationships with their mentor teachers contributed to their confidence. The mentor teachers perceived that student teachers’ confidence could be influenced by consistency in classroom management and their interactions with their mentor teachers. Two areas of influence on student teacher confidence not uncovered by other researchers were the quest of student teachers for perfection while teaching and the need of mentor teachers for control of the content presented by the student teachers, especially during the months prior to state-mandated testing. Implications of the study included the need for university supervisors to mediate between student teachers and mentor teachers in promoting shared ownership of student learning within that community of practice enabled by student teaching.

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Nase, Holly A. "Balanced teaching the role of caring in effective teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HNase2007.pdf.

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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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Moreira, Shelly Jeanne. "Student perceptions of good teaching practices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2552.

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The purpose of this research was to describe a set of teacher characteristics that are perceived by high school students as good teaching practices. It also determined how both alternative, or at-risk, high school students and traditional high school students ranked those good teaching practices. The research involved a pilot study in which students from an alternative and a traditional high school wrote an essay on what they think ‘makes a good teacher.’ From the list of characteristics, a “Survey of Good Teaching Practices” was developed. This survey was then given to alternative and traditional high school students to determine their rankings of good teaching practices. The findings of the study indicate that students are looking for characteristics in teachers that fall into four categories: instructional skills and strategies, individualized assistance, interpersonal skills and student-teacher relationships. The majority of those top ten characteristics that students look for in a ‘good teacher’ relate to interpersonal skills and student-teacher relationships. Students want to be treated equally, they want their teachers to listen to their opinions and ideas and they want to be known by name. Students want their teachers to try hard to help them be successful and they want learning to be fun. They don't want teachers to put students down; they want respect. They want teachers to make sure every student understands what is being taught and they want them to know the subject matter. They want teachers with a positive attitude. They want teachers to explain things well and make it interesting. They want teachers to believe in all students, no matter what kind of grades they get. They don't want teachers to talk down to students. They want teachers who are honest. The study provides insight into the opinions of the stakeholders in their educational process. Through this study, students have been given a voice in what works best for them. Recommendations for how to use this information to improve services to students are also provided.

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Brown, Norman Leslie. "How lecturers experience student-centred teaching." Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.

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This thesis reports the findings of an essentially phenomenographic research study into nurse teachers’ Conceptions of Student-Centred Teaching and Student-Centred Approaches to Teaching. The focus on the experience of student-centred aspects of teaching is a departure from previous research from this perspective in Higher Education that has focused upon teachers’ experience of teaching. The approach and focus of this study is also a departure from research into student-centred teaching in nurse education. Previous research in Higher Education has identified and reported qualitative variation in conceptions of teaching and qualitative variation in approaches to teaching and these have been categorised as either teacher-centred or student-centred. However, the interpretation and separation of conceptions of teaching and approaches to teaching has been largely as a result of the researchers’ interpretation of what it means to be teacher-centred or student-centred in teaching. This study aimed at identifying the qualitative variation that exists in conceptions of student-centred teaching and student-centred approaches to teaching from the perspectives of those nurse teachers who claimed to adopt student-centred methods in their teaching practice. The findings of this study indicate that there are significant qualitative differences in nurse teachers’ conceptions of student-centred teaching and their approaches to student-centred teaching than has hitherto been identified. In both cases a limited number of qualitatively different categories of description were identified (5 in each case) ranging from approaches to teaching that result in the reproduction of expert knowledge and skills to students developing their professional attitudes and values (affective components), and acquisition of disciplinary concepts and skills to student self-empowerment conceptions of student-centred teaching. This study also reports that the relations between conceptions of student-centred teaching and student-centred approaches to teaching are significantly different from previous research in this area, and suggests that some teachers holding student development conceptions of student- centred teaching adopt a similar sophisticated approach to student-centred teaching despite the existence of qualitative variation in their conceptions of student-centred teaching. This research extends our awareness of the experience of student-centred teaching. Finally, the implications of these findings for teacher development are discussed.

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Au, Kit-oi Eliza. "A study on student teachers' conceptions of teaching : analysis based on metaphors and reflection /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553823.

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Guinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.

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Jinkens, Robert Carl. "Faculty and student perspectives on the teaching of nontraditional accounting students." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/9023.

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The study explores two research questions: Q1, What teaching methods do four-year accounting faculty use with nontraditional accounting students; and Q2, how effective do accounting faculty and students perceive those methods to be with nontraditional accounting students? Nontraditional students are defmed to be students 25 years of age or older. After interviewing 30 faculty members and surveying 53 students, a variety of different teaching methods were identified. Although, faculty indicated an inclination for lecture, they preferred group work, but did not use it because of time limitations and large class sizes. Further, the younger/traditional students preferred a variety of different teaching methods, while the older/nontraditional students preferred homework. Of particular importance was the finding according to faculty, that the wants and needs of the accounting profession did not correspond with the reasons why students major in accounting. The accounting profession wants and needs people with problem solving skills, an ability to cope with ambiguity, general business knowledge, and interpersonal skills. However, students are majoring in accounting because they want financial security, believe accounting is mathematics, like accounting's procedural nature, and believe accounting is unambiguous. Therefore, to graduate accounting students with wants and needs congruent with those of the accounting profession, accounting schools must either redirect accounting student majors or attract different students to accounting. Also of particular importance, were the differences of opinion by faculty of whether there should be an additional 30 hour educational requirement to become a CPA. While most faculty agreed that the additional education improved professional quality, and some even wanted the requirements made more stringent, perhaps similar to those to become an attorney, a significant and vocal minority of the faculty stated that they were opposed to the additional educational requirement because it would prevent poorer students from majoring in accounting because of the additional cost of the additional education. Finally, there is the issue of competition in the classroom. Most faculty indicated that competition was a fact of life in accounting, that competition needed to be used in the classroom, and that students needed to learn how to cope with it.

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Larsson, Daniel. "English teaching outdoors – Student responses and attitudes towards outdoor EFL teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28457.

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The purpose of this degree project is to address upper secondary outdoor language education. It explores upper secondary EFL students’ attitudes and responses towards the teaching of English outdoors. The research has been based on data from qualitative research methods with an action research approach: peer observation, a reflective diary and focus group interviews. Peer observation and the reflective diary was used to recover information on four upper secondary EFL classes’ responses towards being taught outdoors. Focus group interviews were conducted on two groups of students from two of the classes on their attitudes towards being taught in outdoor English. The results from the data gathering are discussed using secondary sources which can be connected to outdoor education, and the research establishes that the students responded negatively to the instructions during the classes, many of them were active while some did not do what they were supposed to, and hardly no English was spoken. Even though mostly negative results were found the interviewees were generally positive to be taught outdoors and enjoyed it more than receiving education indoors, but some of them were aware that they did not learn much English since they hardly used it. This research provides ideas for how the lessons can be improved and acts as inspiration for future outdoor ESL classes.

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DelColle, Jeanne M. "Mentor Teacher Development During a Co-teaching Model of Student Teaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7285.

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In a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of student teaching to determine how a co-teaching model affected mentor teachers' own teaching and mentoring skills. Professional growth was examined through Wenger's 4 components for situated learning. Research questions focused on mentor teachers' initial expectations about their roles, their identity and growth, and the application of their learning and growth when teaching. At the end of student teaching, mentor teachers participated in a series of 3 interviews based in phenomenological techniques. Their responses were coded using an inductive approach. Identified themes included mentor teacher experience, communities of practice, actions during student teaching, and mentor teachers' reflection on the role. Key findings were that all mentor teachers reported that they grew in practice, but not all developed their coaching and mentoring skills, and some focused on transmission of content and skills rather than candidate transformation. The findings of this study may influence positive social change to ensure that educator preparation assures quality and supports continuous improvement to strengthen P-12 student learning through mutually beneficial partnerships.

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Madike, Victor N. "Student Perceptions of Biology Teachers' Interpersonal Teaching Behaviors and Student Achievement." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/546.

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Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

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Morrish, Douglas Glenn. "Relationships of important elements of the student teaching experience and methods of student teaching placement to the quality of experience of student teachers." Texas A&M University, 2003. http://hdl.handle.net/1969/476.

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Wickramasinghe, N. "A study of the changes to Sri Lankan pre-service teachers' knowledge about teaching during their student teaching period." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050809.141747/index.html.

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Horrocks, Cynthia J. "Partnering in Practice: A Look at Collaborative Student Teaching." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1336.pdf.

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Gold, Anna. "Teaching reading to a multicultural student base." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.

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Ma, Xiuli, and 马秀丽. "Student teachers' professional learning in teaching practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329411.

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This thesis reports on an ethnographic inquiry into student teachers’ professional learning and development in a four-month practicum, during which no mentor is present. The subject background is Teaching Chinese as a Second Language (TCSL) in mainland China. This study draws on a variety of theories, such as Wenger’s social learning theory, Brookfield’s significant personal learning theory, Fuller’s teacher concern theory and Ghaye’s reflection hierarchy model, to conceptualize a theoretical framework to interpret collected data. The research involves two phases, i.e., the pilot and main study, each of which includes three participants. This thesis mainly reports the three cases in the main phase, with a brief account of the pilot phase. The methodological orientation of this research is naturalistic inquiry, which involves multiple data collection methods, such as student teachers’ reflective journals, individual and group interviews, lesson observations, documentary analysis, field notes and email correspondence, of which reflective journals are the main data source. The findings suggest that the student teachers are highly self-reliant in undertaking professional learning when no mentors are present. Very little participation in the professional community has been identified in all of the six cases, which is presumably attributed to the no mentorship context. Student teachers who possess a strong passion for teaching make attempts to expand their professional communities at the initial stage of the practicum; however, they are demotivated when their attempts fail. They thereafter have to rely on their own initiative by drawing on their prior teaching experiences or other resources available in their personal communities. Those who are not passionate about teaching do not take the initiative to widen their professional communities and make no changes throughout the practicum. The results also indicate that the student teachers suffer extreme anxiety, often for the whole practicum period. They are tormented by self-doubt and panic about the uncertainties and emergencies in teaching. They show great concern for “self” throughout the practicum and rarely demonstrate concern for “tasks”, “teaching performance” or “learners”. Their concern for survival predominates the whole practicum. The student teachers’ reflections as revealed in their teaching journals are basically at the descriptive and perceptive level. Little higher-level reflection has been identified. This is also likely to be associated with the no mentorship context. Recommendations for the TCSL teacher preparation programmes and the student teachers are highlighted. For the programmes, providing a more structured and supportive environment is suggested. The student teachers are advised to take more initiative to widen their professional communities and to have more peer learning and self-directed learning. A good combination of formal and informal learning can enable them to achieve the maximum professional growth in the practicum.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Gardeli, Rönnholm Patricia, and Mariam Ramadan. "News in teaching - student and teacher perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30899.

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I vårt examensarbete undersöker vi hur en lärare arbetar med nyheter i undervisningen och hur elevernas uppfattning är kring detta. Vår undersökning bygger på intervju med läraren samt enkätutdelning till 23 elever från en klass i årskurs 5. Vi använder oss av b.la Vygotskjis sociokulturella perspektiv i vår undersökning samt tidigare forskning och studier om barns upplevelser av nyheter i undervisningen. Vårt resultat visade att både läraren och eleverna hade en positiv inställning till nyheter i undervisningen. Regelbundet visas nyhetssändningar i klassrummet via TV:n som sedan följs av diskussioner. Enligt läraren är detta arbetssätt bra eftersom diskussioner möjliggör för eleverna att bli intresserade, få utrymme att ventilera egna tankar och åsikter samt få svar på frågor som kan uppstå. Nyheter i undervisningen kan även leda till att fler ämnen integreras i undervisningen vilket enligt läraren ökar elevernas intresse men framförallt förståelse för omvärlden. Att de använder sig av TV:n som medium beror framförallt på att det är en policy som skolan har, men är enligt läraren ändå ett bra verktyg för att förmedla nyheter. Majoriteten av eleverna brukar läsa eller titta på nyheter och det medium de använder sig mest av var TVn. Det som de anser mest intressant är nyheter som handlar om andra barn men även olyckor. Politik är det område som eleverna anser som mest ointressant på grund av att de tycker språket är svårt.
In our thesis , we investigate how a teacher works with news in education and how students' opinion on this. Our study is based on interviews with the teacher and survey dividend to 23 students from a class in grade 5. We use Vygotskjis sociocultural perspective in our study and previous research and studies about children's experiences of news in education. Our results showed that both the teacher and the students had a positive attitude towards innovations in teaching. Regularly appears newscasts in the classroom via TV , which is followed by discussions. According to the teacher , this is working fine because discussions allow students to become interested , get space to vent their thoughts and opinions and get answers to questions that may arise. News in education can also lead to more substances incorporated in class, according to the teacher increases student interest and above all an understanding of the outside world. The fact that they use the TV as a medium is mainly because it is a policy that the school has , but according to the teacher still a good tool to communicate the news. The majority of students usually read or watch the news and the media they use most of the TV. That they consider most interesting news about other children but also accidents. Politics is the area that the students believe that most uninteresting because they think the language is difficult

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Rabb-Liu, Amy Felice 1968. "Teaching methods and student understanding in calculus." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288725.

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This study is a comparative case study of what three college calculus teachers did in their classrooms and what their students understood about the concept of derivatives. The teachers were solicited on the basis of peer, supervisor and student recommendations as being good teachers; several volunteer student subjects were selected from each class. Using a naturalistic participant-observer paradigm, the data were collected primarily via extensive classroom observations and in-depth interviews with the teachers and students. Examination of written work, such as student exams, was employed for additional confirmation of hypotheses generated in the field. This study contributes to the bodies of knowledge on pedagogy, effective teaching, classroom dynamics, student understanding and teacher beliefs. The results should be of interest to teachers, teacher educators, mathematics text authors and people interested in how students learn and think about mathematics at the collegiate level. The study of these three classrooms reveals that there is a variety of effective teaching models for undergraduate calculus classrooms. There were, however, important commonalties among these models, the examination of which leads to some characterization of effective teaching practices. These teachers kept the focus on what their students were learning, rather than on covering material. In three different ways, these teachers each gave their students the opportunity to interact with the mathematics before the lesson ended. All three teachers displayed a willingness to grow and learn as teachers. Calculus students do not always learn what their teachers think they have taught. The students in this study displayed a variety of mistaken ideas about the concept of derivative and about other mathematical topics. For example, many students had trouble distinguishing between properties of the function and properties of the derivative. Some students believed that the derivative at a point was a line, rather than the numerical value associated with the slope of a line. Students and teachers disagreed about the correct definition of the derivative, with students attributing little importance to the idea of limits.

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Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.

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Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.

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Johnson, Rachel Nicola. "A qualitative study of student feedback : lecturers' and students' perceptions and experiences." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/3158/.

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The thesis has two aims. First to conceptualise the meaning of the idea and practice of 'student feedback' on teaching and learning in higher education (HE). Second, to assess the effectiveness of 'student feedback' in respect of both students' and lecturers' communicative relations and needs and the aims of the contemporary HE policy agenda. Students and lecturers from a variety of HE institutions and subject disciplines were interviewed about their own perceptions and experiences of the purpose, process and demands of 'student feedback'. Analyses and discussion of these data are structured in respect of conclusions drawn from a comprehensive and critical appraisal of the intentions, assumptions and values expressed within HE government policy texts and documents issued by HE statutory agencies in the period 1987-1997. In these texts the idea and practice of 'student feedback' is located within a set of aims symbolised by, and implemented through, the concept 'quality'. 'Quality' is used to progress:

efficient and effective management of HE institutions;
a reorientation of academic cultures, practices and values;
the reduction of professional autonomy, power and control through enforced institutional and national accountability procedures;
the representation and empowerment of the student as 'customer';
a reorientation of the purpose of (the) higher education (curriculum);
summative and formative evaluation of professional practice in HE teaching.

The thesis finds that the student evaluation questionnaire (SEQ) is the dominant method used to elicit students' views on teaching and learning; it is also the subject of greatest interest within empirical research and management texts. The methodological and epistemological premises of the SEQ are compatible with the concept and strategy of 'quality' expressed in HE policy. The SEQ meets the explicit requirements of institutional and national accountability procedures and the practical exigencies consequent on the implementation of these requirements within institutions. Analysis of students' and lecturers' views on the communicative value of the SEQ highlights its inadequacies in respect of dialogue, expression and explanation. Analysis also stresses how students and lecturers experience teaching-learning as a complex, contingent, social and contextual process. Discussion illustrates how the SEQ generates conflict, divisions and tension both at an inter-personal level and within the educational process, and is also a reductionist evaluative practice that is experienced as unhelpful, confusing and disempowering. Lecturers and students associate the SEQ with the 'quality' agenda; narratives in which the SEQ is perceived as a bureaucratic, management-enforced burden on time and administrative resources relate to the controversial nature of this agenda, and yet also conflate with the negative experience of the SEQ. Analysis and discussion expose the letter of policy and statutory texts as legitimating rhetoric, and reveal both the contradictions in, and the inadequate conceptual basis of, the 'quality' agenda. Key issues are: the conditions that provide for student voice and empowerment within decision making and educational processes of teaching- learning; the commitment, values and motivations that underpin and progress professionalism and professional practice in teaching; and, the conditions that provide for support, development and reassurance within the formative activities of both student learning and the enhancement of teaching practice.

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Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.

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College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.

The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:

Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?

The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.

The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.

On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

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Moscatelli, Maria Jordana. "The socialization process of the student teacher during the student-teaching experience continous negotiation between student teacher and mentor teacher /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/m_moscatelli_012609.pdf.

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Thesis (Ph. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).

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Morrison, Morag G. "Shouts & Whispers: Re-engaging Disaffected Girls through Peer-Teaching Drama." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366064.

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Truancy, disruptive behaviour and general disaffection from school are an on-going challenge in schools across the world, and it seems little headway has been made in developing effective strategies to support re-engagement. Many capable young people feel alienated from their schooling and seek affirmation and recognition via other avenues – avenues which do not always serve them well. Internationally, adolescent transgression and disenchantment remain intractable, with some evidence even suggesting negative behaviour is on the rise. This study spans research across two secondary schools in two countries, Australia and the United Kingdom, and explores how peer teaching Drama may help re-engage disengaged or disaffected adolescents, and documents two separate but related projects in each country. In the course of research for the first project i.e. how Drama might be used to teach Conflict management, it was noted that peer teaching as a strategy in itself seemed to have a marked impact on several young women who had hitherto seemed reserved or vaguely dissatisfied and disengaged in the classroom. Although my first project had its genesis as part of a large Action Research study, as I began to focus on the experiences of these three Year 11 girls, it became apparent that a closer analysis of the personal impact of peer teaching through Case Study might yield deeper understanding. Thus the second project was designed as a Case Study from the outset – an exploration into how peer teaching might support the reengagement of two disaffected Year 9 girls. The five young women who are the focus of my research ranged in attitude from being quietly disenchanted to actively challenging and disruptive in their behaviour within the school context; none would have put themselves forward for responsibility or, in the case of the challenging pupils, would have been trusted with responsibility by their teachers. There was however one area of the curriculum all the girls enjoyed, Drama, and this interest was able to be utilised in peer teaching. Both projects were designed to involve participants as collaborators, and encouraged these students to take responsibility for shaping, delivering and reflecting on their experiences as teachers. They were stakeholders in the learning of others, and this responsibility provided profound personal learning experiences for participants, and rich insight for me into some of the reasons that might lie behind the girls becoming disengaged and disaffected in school. The study suggests there is a strong link between democratic teaching and learning processes, risk and emotional engagement, and the contribution that constructive challenge can make. My findings indicate that the combination of these factors can generate the self-esteem and confidence necessary to transform the attitudes and behaviour of disaffected and disengaged female students. The research also clearly demonstrates that peer teaching is a potentially powerful strategy to utilise in support of positive change and, in wider terms, possibly one way the challenge of adolescent truancy and disaffection might be addressed.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Makani, Betty. "Undergraduate business student perceptions of teaching presence in online classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.

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Doctor of Philosophy
Department of Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.

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Carnahan, Christina. "Teaching students with Autism in group settings increasing teacher efficiency and student learning /." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179420087.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Title from electronic thesis title page (viewed July 21, 2007). Includes abstract. Keywords: autism; instructional context Includes bibliographical references.

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CARNAHAN, CHRISTINA. "TEACHING STUDENTS WITH AUTISM IN GROUP SETTINGS: INCREASING TEACHER EFFICIENCY AND STUDENT LEARNING." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179420087.

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Perry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

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Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that teacher efficacy, a teacher’s beliefs in his or her capacity to affect student performance, is positively associated with teachers’ behaviors and commitment to teaching as well as student achievement and motivation. This quantitative study utilized multiple regression statistical analyses to examine the relationship between co-teaching overall and the relationship, communication, classroom applications, and knowledge base elements and teacher efficacy overall and the domains of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management. Descriptive statistics indicated that the relationship and communication elements of student teaching were more prevalent than the classroom applications and knowledge base elements. Student teachers in the sample reported higher levels of efficacy in instructional strategies than efficacy in classroom management and efficacy in student engagement. A positive and statistically significant relationship between teacher efficacy overall, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management and the co-teaching model of student teaching, after controlling for gender and credential program, was found. The findings of this study substantiate teacher education policy makers’ support for the co-teaching model of student teaching.

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Shuster, David R. "Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.

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Within the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness.

Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with α reliability scores > .84.

The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.’s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.

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Silverstein, Tanya. "Host art teachers and their feedback to student teachers during student teaching practicum." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Williams, Desha L. "Student teaching in an urban context student teachers' views and construction of identities /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-092006/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Christine D. Thomas, committee chair; Jennifer Esposito, Janet Burns, Pier Junor Clarke, Draga Vidakovic, committee members. Electronic text (159 p. : col. ill.) : digital, PDF file. Description based on contents viewed June 10, 2008. Includes bibliographical references (p. 135-146).

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Williams, Desha L. "Student Teaching in an Urban Context: Student Teachers' Views and Construction of Identities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/29.

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There is a shortage of secondary mathematics teachers throughout the United States (Howard, 2003, Matus, 1999). This deficit is heightened in urban areas (Bracey, 2002; Howard, 2003). Understanding how urban teachers develop into highly qualified, motivated teachers of urban learners may provide guidance in decreasing the shortage of urban secondary mathematics teachers and provide direction for teacher education programs in preparing future teachers of urban learners. Thus, the purpose of this study was to examine the experiences pre-service teachers undergo during student teaching and how those experiences impact their views on teaching in an urban context, as well as how their experiences impact the construction of their identities as teachers of urban learners. Six secondary mathematics pre-service teachers who have made the conscious decision to teach in urban schools participate in this study. Phenomenology is used as a philosophical and methodological framework. The theories of teacher thinking, situated cognition, and social identity provided a foundation to examine to research questions: How do pre-service teachers experience student teaching in an urban context; how do pre-service teachers’ experiences impact their views on teaching in urban schools; and how do pre-service teachers’ experiences impact the construction of their identities as teachers of urban learners? Data were collected via initial interviews, journaling throughout the student teaching experience, and phenomenological interviews. Colaizzi’s method for phenomenological data analysis was used to develop textual and structural descriptions of the phenomenon. This method of analysis led to concluding that constructive student teacher – cooperating teacher relationships lead to positive views of teaching in urban contexts and collective teaching dispositions. Negative relationships caused an aversion to teaching in urban environments and individualistic classroom practices. In regards to the construction of an identity as teachers of urban learners, the quality of the student teacher-cooperating teacher relationship was a factor. When an affirming relationship was present the student teachers embraced some of the characteristics of their cooperating teachers. Whereas, detrimental relationships caused the pre-service teachers to dismiss the practices of their cooperating teachers and the rejection of any performance feedback provided.

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Miller, Kelly Anne. "Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14226079.

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The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to explore ways to steer discussion forums to produce high-quality learning interactions.

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Townsend, Linda Marie. "Online Teaching and Learning: Student-Student and Teacher-Student Discourse for Student Learning in Asynchronous Discussions of High School Courses." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26149.

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The purpose of this study was to examine the occurrence of student discourse in asynchronous computer-mediated communication and its relation to student learning. From in-depth investigation of teacher design, facilitation and direction for asynchronous discussion, implications for high school online instruction guidelines and the need for evaluation standards of online courses and teacher instructional practice are made. Examining student discourse provides information related to the social construction of knowledge. Teacher presence and its relation to higher levels of student discourse provides information for best practices in online teaching. This information can be used to determine specific standards and guidelines for evaluation of online instruction which can contribute to quality online high school courses. The context of this study was two high school online AP English courses. The multiple case study approach analyzed student discourse within asynchronous discussion forums and the relation to student learning outcomes. Observation of teacher facilitation and course documents were examined in relation to levels of student discourse and student learning outcomes. Triangulation of data sources included discourse analysis, interviews with teachers, and archival documents. Results from comparing and contrasting multiple cases are presented as basis for implications to guide course design, facilitation and evaluation.
Ph. D.

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Siu, May-yee Lucy. "Preservice teachers' approaches to learning and conceptions of teaching." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1759716X.

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Dorosh, Hildegard U. "Four student teachers' beliefs about learning and teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22299.pdf.

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Marchment, Natalie M. "Perceptions of conformity during the student teaching placement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60874.pdf.

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Leung, Annie Sui-Ping. "Teacher-student conferencing : implications for teaching L2 writing." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8279.

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It is common practice in Hong Kong for teachers of English as a second language to provide their students with written commentary as the sole source of feedback on their writing. However, there are teachers who question the efficacy of their own writing feedback and express concerns about providing commentary in ways that help their students to effectively revise their texts and to acquire skills that can be applied in future writing tasks. This study set out to test whether teacher-student conferencing could lead to greater improvement in both content and grammatical accuracy in writing tasks. After a pilot study, the main study was carried out on 34 students, who were in their sixth year in secondary school. They were randomly allocated to either the control or experimental group, with the 17 students in the control group receiving written commentary, and the 17 students in the experimental group receiving teacher-student conferencing as their writing feedback. Findings of the main study revealed a statistically significant difference in students’ performance between the experimental and control groups (p < 0.05). The effect size was very large (eta squared > 0.14) in both the paired-samples t-test and the mixed between-within ANOVA. These suggest that teacher-student feedback sessions facilitate improvement more than written feedback. Semi-structured interviews were used with six of the participants to determine student perceptions of the different feedback modes. Analysis of findings revealed that all six interviewees expressed a preference for teacher-student conferencing. These findings were validated through conferences and post conference interviews with another small group of students. The study makes a case for more interactive modes of feedback which focus on the process as well as the product of writing, and for more open teacher-student exchange about the nature of feedback offered in second language classrooms in Hong Kong.

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Bridge, Freda Ann. "Student teachers' conceptualisation of teaching as a profession." Thesis, Leeds Beckett University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400606.

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Griner, Downi, and Downi Griner. "Art Student Teaching Seminar: Negotiating Meaning Through Inquiry." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620880.

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This study aims to explore how the art student teaching seminar can serve as a space for inquiry and reflection, and how student teachers process their experiences, negotiate personal meanings, and understand teaching complexities through inquiry based methods. The overarching question in this research study asked: How might participation in an inquiry based seminar impact the meaning student teachers make from their practicum experiences? In order to address this main question, I employed three sub-questions: How do art student teachers perceive and describe their teaching field experiences in a seminar space? What kinds of inquiry activities can facilitate reflection with art student teachers? How do art teachers relate to and value inquiry based methods of reflection?I approached these questions through a constructivist framework that supports the idea that individuals actively construct and reconstruct their own understandings, meanings, and ultimately knowledge of the world through experience and reflection upon these experiences. Utilizing a case study methodology I designed a multi-case qualitative study that aimed to interpret the student teacher seminar through the experiences of four art student teacher participants. I was the facilitator of the student teaching seminar course at a large, public university in the Southwestern United States and the art student teachers and I met roughly every two weeks, over the course of a 16 week semester, on the university campus. I implemented a scaffolded, inquiry based curriculum which offered a variety of methods aimed to encourage inquiry and promote reflection amongst student teachers. Research data consisted of seminar audio recordings, participants' written journal entries, participants' artworks, and my reflective researcher notes. Employing narrative data analysis I constructed a case for each participant using the assignments as both chronological organization and categorical scaffolding for the arrangement and presentation of the data. I then compared the individual cases to identify similarities and differences within the whole. My analysis of research findings indicated the following: First, student teachers identified personal concerns related to affective awareness, vulnerability from uncertainty, desire for efficacy, and identity confusion during their student teaching experiences. Second, written forms of inquiry produced evidence of open-mindedness and responsibility amongst student teacher participants, while artistic forms of inquiry yielded evidence of wholeheartedness and self-knowledge amongst student teacher participants. Third, the data indicated that although benefits could be located in written inquiry, participants attached little value or meaning to this method; whereas, artistic inquiry was perceived as an especially impactful and meaningful method of inquiry by student teacher participants. Overall, the student teaching seminar served as a space where student teacher participants shared stories, described contexts, identified issues, navigated tensions, and exhibited personal and insightful developments that demonstrated reflective learning connected to self-understanding and personal growth. Implications for the research suggest that facilitators of such a course should have a concentrated awareness of the constraints of the seminar structure; approach problem exploring rather than problem solving techniques with teacher candidates; and that there is an acute need for supportive and safe spaces for student teachers to process their experiences through multiple methods. This study generated detailed insight into art student teachers' unequivocally unique, yet fundamentally shared journeys, in processing, negotiating, and ultimately understanding their practicum experiences. Keywords: student teacher, seminar, inquiry, reflection, artmaking, art education

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Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.

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Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.

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Dissertations / Theses on the topic 'Student teaching'

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