Bibliografías temáticas / Student teachers

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Literatura académica sobre el tema "Student teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Student teachers"

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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.
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Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (January 1, 2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.

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Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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Shinoda, Hirofumi, Tsuyoshi Yamamoto, and Kyoko Imai-Matsumura. "Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers." PLOS ONE 16, no. 11 (November 3, 2021): e0259410. http://dx.doi.org/10.1371/journal.pone.0259410.

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As teachers are responsible for responding instantaneously to students’ statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students’ learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher’s instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over the entire class and discover off-task behaviors. So how does a teacher’s visual processing and noticing ability develop? It is important to clarify this process for both experienced teachers and student teachers. Therefore, the purpose of this study was to investigate whether there is a difference in visual processing and the ability to notice off-task behaviors in class between teachers and student teachers through gaze analysis. Using an eye tracking device, 76 teachers and 147 student teachers were asked to watch a video, and gaze measurements were collected. In the video, students exhibiting off-task behaviors in class were prompted by their classroom teacher to participate in the lesson. After the video, the participants were asked if they could identify the students who had displayed off-task behaviors and whom the teachers had warned. The results showed that teachers gazed at students engaging in off-task behaviors in class more often and noticed them at a higher rate than student teachers did. These results may be attributed to differences in the experiences of visual processing of relevant information in the classroom between teachers and student teachers. Thus, the findings on teachers’ visual processing by direct measurement of gaze will be able to contribute to teachers’ development.
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Küster-Boluda, Inés, and Natalia Vila-López. "A teachers’ orientation approach to understand the university teacher-student relationship." Estudios sobre Educación 40 (January 25, 2021): 149–72. http://dx.doi.org/10.15581/004.40.149-172.

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This research intends to advance the understanding of the university teacher-student relationship in the context of teachers’ market orientation with the aim to improve students’ performance. Thus, the study is articulated on three axes: the students’ performance approach, the relationship among diverse aspects of teachers, and, fi nally, the effect of these aspects on students’ performance. The results gained from a sample of 45 teachers and 932 students show that teachers’ student orientation infl uences perceived learning and student satisfaction. Other interesting results are also attained that lead to certain conclusions and implications.
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Din, Kamal Ud, Dil Angaiz, and Musarat Jehan. "Teaching Practicum: Teacher-educators’ and Student-teachers’ Voices from the Field." Pakistan Journal of Social Research 03, no. 04 (December 31, 2021): 465–72. http://dx.doi.org/10.52567/pjsr.v3i4.170.

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The present study aimed to assess the complexity of teaching practicum and its effectiveness from both the perspectives of teacher-educators and student-teachers in one of the public sector university in Gilgit-Baltistan, Pakistan. Semi-structured interviews were taken from four teacher-educators and 25 student-teachers. The interview-data were analyzed thematically. Feedback from school mentors and hosting-department supervisor was not available to student-teachers as expected. Student-teachers’ excitement to have school experiences of engaging with children was the area of motivation for student-teachers to learn. Teacher-educators felt challenging to provide quality feedback to student teachers due to heavy work load, high number of students as well as the uninterested student-teachers in their own learning. We recommend introducing a reward system for the school mentors as well as transport facility for hosting-department supervisors to access easily to the student-teachers to address their expectations in a timely and effective manner. Keywords: Teacher Education; Student-teachers; Practicum; Prospective teachers; Perspectives
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Irsyad, Farhah, Yustikarini Saleh Airin, and Safitri Shahnaz. "The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 267–74. https://doi.org/10.11591/edulearn.v15i2.18330.

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A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.
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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.
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Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (June 13, 2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.
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Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.
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Tesis sobre el tema "Student teachers"

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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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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, “Do you plan to teach agricultural science when you graduate?” accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.
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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers&rsquo; pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.</p><p>
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Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.

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Tai, Mei-har Jessie. "A study on the role, benefits and concerns of the cooperating teachers in the cooperating teacher scheme." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602208.

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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.<br>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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Freedman, Debra Michele. "(Re)presentations of education : pre-service teachers' interpretations of Dangerous minds through the lens of media cultural studies /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004266.

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Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.

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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher – cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.
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Libros sobre el tema "Student teachers"

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Cuenca, Alexander. Supervising Student Teachers. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8.

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1937-, McAlpine Amy, and Scottish Council for Research in Education., eds. Student-teachers learning from experienced teachers. Edinburgh: Scottish Council for Research in Education, 1988.

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Amy, McAlpine, and Scottish Council for Research in Education., eds. Student-teachers learning from experienced teachers. Edinburgh (15 St John St, Edinburgh EH8 8JR): Scottish Council for Research in Education, 1988.

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Śnieżyński, Marian. Przezwiska nauczycieli. Kraków: Oficyna Wydawn. Impuls, 2003.

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Association of Teachers of Mathematics., ed. Reflections on teacher intervention. Derby: Association of Teachers of Mathematics, 1988.

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1946-, Cole Mike, ed. Professional issues for teachers and student teachers. London: D. Fulton Publishers, 1999.

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Glennon, Lorraine. Those who can-- teach!: Celebrating teachers who make a difference. Berkeley, Calif: Wildcat Canyon Press, 1999.

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Hashim. Economic literacy among Malaysian students and student teachers. Birmingham: University of Birmingham, 1995.

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Hallman, Patsy Spurrier. I had a teacher: Twenty-three stories about successful mentors. Lanham, Md: Scarecrow Press, 2003.

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Giri, Kusuma. Sikshā kā samājaśāstra: Viśvavidyālaya meṃ adhyāpaka chātra sambandha. Jayapura: Rāvata Pablikeśana, 1997.

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Capítulos de libros sobre el tema "Student teachers"

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Warren-Lee, Nicola. "Student teachers." In Creative Practice in Higher Education, 79–95. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032633534-8.

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Ungemah, Lori D. "“Student Teachers”." In The Poverty and Education Reader, 94–101. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448013-16.

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Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

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Ritter, Jason K. "Personal Examples of Self-Study as a Means of Developing and Enacting a Pedagogy of Supervision." In Supervising Student Teachers, 139–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_10.

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Garrett, H. James. "Rethinking the Spaces of Supervision." In Supervising Student Teachers, 157–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_11.

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Rodgers, Adrian. "Supervision 1.3." In Supervising Student Teachers, 169–89. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_12.

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Byrd, David, and Jay Fogleman. "The Role of Supervision in Teacher Development." In Supervising Student Teachers, 191–210. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_13.

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Cuenca, Alexander. "The Problematology of Supervising Student Teachers." In Supervising Student Teachers, 21–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_2.

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Schmeichel, Mardi. "Check it Before you Wreck It." In Supervising Student Teachers, 33–45. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_3.

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Dinkelman, Todd. "Observation Reports and the Mystery of Supervising Student Teachers." In Supervising Student Teachers, 47–59. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_4.

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Actas de conferencias sobre el tema "Student teachers"

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Massey, Dixie, and Samuel Miller. "STUDENT AGENCY: IF STUDENTS LEAD, WILL TEACHERS FOLLOW?" In 17th annual International Conference of Education, Research and Innovation, 4050–55. IATED, 2024. https://doi.org/10.21125/iceri.2024.1025.

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Moodley, Nageshwari. "STUDENT TEACHER MENTORSHIP DURING WORK INTEGRATED LEARNING: INSIGHTS FROM PRE-SERVICE STUDENT TEACHERS." In 19th International Technology, Education and Development Conference, 408–13. IATED, 2025. https://doi.org/10.21125/inted.2025.0174.

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Bérešová, Jana. "STUDENT TEACHERS’ REFLECTION ON ASSESSMENT PROCEDURES." In 17th annual International Conference of Education, Research and Innovation, 4245–51. IATED, 2024. https://doi.org/10.21125/iceri.2024.1073.

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of mathematics. In view of the fact that learning in school is mostly carried out in specific subjects and the context of the subject influences the expression of transversal skills, it is necessary to assess the student degree of transversal skill development in a specific subject. Therefore, the study assessed transversal skills of secondary school students in mathematics. Student transversal skills were measured from two perspectives: teacher assessment and student self-assessment. The mean values of pupils’ self-assessment were significantly higher than that of teachers. However, the analysis of the results shows the similarities between teacher assessment and student self-assessment as transversal skills that are evaluated higher are the same. Both teachers and students have highly evaluated their analysis and collaboration skills. Also, transversal skills that are evaluated as least developed by teacher and students are the same. Both teachers and students have evaluated their problem-solving skills and creativity as the less developed among all measured transversal skills. Although average values of teacher assessments and student self-assessments vary, there is consistency in both assessments, indicating that both students and teachers are well aware of students’ transversal skill development level. However, students’ self-assessments mean value tends to be higher than mean value of student assessment by teacher.
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Georg, Kadi, and Katrin Poom-Valickis. "Measuring Student Teachers Level of Situation-Specific Skills for Need-Supportive Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.07.

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In the contextual model of teacher competence by Blömeke et al. (2015), teachers’ situation-specific skills, like perception, interpretation, and decision-making (PID-skills) are regarded as central aspects that determine the performance of teachers in a classroom and are deemed as processes that revolve around student thinking and learning (Santagata &amp; Yeh, 2016). Teachers’ ability to notice and meet students’ needs, in turn, influences their motivation and engagement in learning. In need-supportive teaching, teachers use instructional behaviors that support students’ basic psychological needs for competence, autonomy, and relatedness. The aim of the current qualitative study was to assess student teachers’ level of PID-skills for needs supportive teaching. Due to the situative characteristics of PID-skills, authentic classroom videos were selected to assess student teachers’ noticing, analyzing and decision-making skills. After watching video clips, semi-structured interviews were carried out. Content analysis was used to discover what aspects student teachers notice; what is the level of their interpretation and decision-making. The study was conducted with 10 first-year MA-level students of several subjects teachers´ programme. The results of the study reveal that although noticing skills are of a good level, interpretation and decision-making skills can be described through lower levels, which indicate the need to pay more attention on the targeted development of student teachers PID-skills in teacher education.
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Latkovska, Evija. "Student Teachers of English on the Lookout for Good Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.26.

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Education has always been a subject to changes structure and content wise; its quality has been an issue all the time. In Latvia, the recent reform named School 2030, which essence is a competence approach to the curriculum, is introducing its requirements. Additionally, the government has planned to introduce a system monitoring the quality of education by 2023. Consequently, questions like what a good school, teacher and teaching are gain certain attention. The particular qualitative approach research concentrates on finding out student teachers’ answers to these questions as core values they remember to be the most significant ones to make them think of their schools, teachers and their teaching as good. The aim of the research is to examine how student teachers of English who have begun their teacher education studies recently perceive good teaching. To provide answers, they filled out Personal Statement – an introductory part of the European Portfolio for Student Teachers of Languages. The research sample of the case study consists of 55 second and fourth year full and part-time students who have decided to become teachers of English. They are studying at the faculty of Education, Psychology and Art, the University of Latvia. To analyse student teachers’ opinions, content analysis was used. The data allows concluding that student teachers’ perception of good teaching is characterised by three key elements: good classroom management techniques, relevant teaching methodology and teachers’ personalities. Furthermore, student teachers of English are of the opinion that in good teaching environment teachers take into account their pupils’ personalities. The same ideas prevail in the answers revealing what student teachers want to master in their studies. That implies student teachers of English long to see academic staff at the university as role models of good teaching.
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Nabbout, Marie. "A study of discrepancies in the assessment of probabilistic tasks: why might teachers grade and evaluate inconsistently a given answer?" In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07804.

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In this paper we present part of a study carried out to identify Lebanese teachers’ representations of probability as well as their teaching practices. We compare grades and judgments that teachers attribute to fictitious students. Our result show inconsistencies in grading on the same teacher: discrepancy between the quantitative judgment (grade) and the qualitative judgment that he attributes to the same answer. The comparison between the quantitative judgments (grades) and the qualitative judgments reveals a great diversity among teachers: a convergence in grading can hide very different qualitative judgments. This comparison contributed largely to the study of certain representations and practices of teachers, in particular those concerning the concept of independence of events.
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Doulougeri, Karolina, Jan D. Vermunt, Gunter Bombaerts, and Michael Bots. "Analyzing student-teacher interactions in challenge-based learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1389.

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Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice.
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Dogaru, Mariana, Gabriela alina Anghel, and Esther nieto moreno de Diezmas. "TEACHERS' MOTIVATION - PERCEPTIONS ON THE REASONS OF PARTICIPATION IN SCHOOL ACTIVITIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-146.

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The employees’ motivation leads to better results in reaching the objectives proposed. What is going on within the Romanian schools? How motivated do teachers in good schools consider themselves? How about those in less effective schools? What motives animate them to participate in school activities? The research realized analyzes the perception of over 600 teachers concerning their own motivation, in order to identify the main reasons lying at the basis of an active participation to school life. Our concern is about this because motivated teacher means a well-trained student. The complexity of motivation reflects the importance of this, especially related to teachers. The professionalism of teachers has the result of a high level of quality of education provided to the students. So, the importance of motivation is related directly with the children’s education. Also, the children’s outcomes are directly influenced by the teacher’s motivation, according with Sugata Mitra’s experiments. The findings reflect the reality from Romanian schools. This reality has to be known by the decision makers in order to take the right, the most adequate measures both at the local and national level. It is very important to find out the coordinates for intrinsic motivation and for all mechanism that are involved in fostering this kind of motivation. It is demanding for an effective system of education to access and to develop teacher’s intrinsic motivation. In a knowledge-based economy, with a dynamic growth of information it is appropriate to have well-formed and developed students to be able to be integrated on the labor market. This is the reason why for principals it is essential to be careful to notice and to foster teacher’s motivation, especially the intrinsic one. This teacher’s wellbeing is crucial for student’s developing because it is a direct correlation, a logical connection between teachers’ competences and the students’ learning.
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Letuka, Mokete, and Paseka Patric Mollo. "STUDENT TEACHERS’ PERCEPTIONS OF THE ASSESSMENT OF VIDEO-RECORDED LESSONS DURING TEACHING PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end011.

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"Lecturers have not been able to go to schools where student teachers were placed for teaching practice, to physically sit in classrooms to observe and assess their lessons. This is due to Covid-19 lockdown regulations in South Africa. For this reason, students were instructed to video-record their lessons, and submit them to lecturers for observation and assessment of their teaching competence. As a result of this unprecedented venture, the researchers sought to determine student teachers’ perceptions of the video-recorded lessons, and the assessment thereof. A qualitative research approach was employed to carry out this study because the researchers intended to understand in-depth, the student teachers’ views and perceptions regarding their video-assessed lessons. Individual interviews were conducted among a sample of 40 third-year students, which were purposefully selected. Collected data were analyzed by means of identification of patterns and themes. Findings revealed that most student teachers preferred video-recording their lessons and sending them to lecturers for assessment. They felt less nervous and anxious, and thus made fewer mistakes when it was just them and the learners in the classroom, as opposed to when the lecturer or mentor teacher sits in and observes them as they conduct lessons. However, they preferred mentor teacher/lecturer feedback over feedback from their peers. The study highlighted the need for a shift, from lecturers being physically present in the classroom to observe and assess student teachers’ teaching competence, to assessing video-recorded lessons and providing students with feedback."
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Informes sobre el tema "Student teachers"

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García, Emma, Wesley Wei, Susan Kemper Patrick, Melanie Leung-Gagné, and Michael A. DiNapoli Jr. In Debt: Student Loan Burdens Among Teachers. Learning Policy Institute, December 2023. http://dx.doi.org/10.54300/497.986.

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This report analyzes data from the National Teacher and Principal Survey from 2020–21. It describes the state of student loan borrowing and repayment among full-time, public school teachers and explores whether student loan burdens differ by teacher characteristics. The analyses also examine the extent to which student loan debt is associated with teachers’ well-being and employment decisions. The report concludes with recommendations that support the expansion of programs that alleviate or minimize the costs of comprehensive teacher preparation and credentialing; improve teaching conditions; and promote high-quality preparation, career advancement, and retention.
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom (RC) approach (Northeast Foundation for Children, 2007, 2009) is purported as an evidence-based intervention for the professional development of teachers in primary and secondary students. Studies using the RC approach have reported that both students and teachers had benefitted from this intervention with students improving in reading achievement, math tests, and prosocial skills, while teachers reporting greater teaching efficiency (Baroody, Rimm-Kaufman, Larsen, &amp; Curby, 2014; McTigue &amp; Rimm-Kaufman, 2010; Ottmar, Rimm-Kaufman, Larsen, &amp; Berry, 2014; Rimm-Kauman &amp; Chiu, 2007). Positive Teacher Language (PTL), one of the ten RC practices, emphasizes the careful and conscientious use of words, voice, tone, and pacing by the teacher when talking to students, and together with effective listening skills, will nurture students to develop self-discipline, build sense of belonging, and encourage student to learn and achieve in an engaging and active way (Denton, 2015).
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.

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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, March 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
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Dee, Thomas. Teachers and the Gender Gaps in Student Achievement. Cambridge, MA: National Bureau of Economic Research, October 2005. http://dx.doi.org/10.3386/w11660.

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Burgess, Simon, Shenila Rawal, and Eric Taylor. Teachers’ Use of Class Time and Student Achievement. Cambridge, MA: National Bureau of Economic Research, November 2022. http://dx.doi.org/10.3386/w30686.

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Ariza H., Angela Andrea. Integrating Student Teachers’ Learning through an E-portfolio. Institución Universitaria Colombo Americana, March 2025. https://doi.org/10.26817/paper.30.

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This working paper reports on an action research study aimed to explore and analyze the process of creating and using an E-portfolio of evidence to promote integrative learning of Student Teachers (STs) to further their self-discovery as EFL Teachers. The Process of creating the portfolio was framed within one Practicum semester and viewed as a capstone experience addressed from the perspective of an integrative learning approach. The construction of portfolios was carried out in three phases that had a progressive and transformative intention. The analysis and the interpretation of the data resulted in three categories referring to the influence that interaction with peers, cooperating teachers, and pupils exert on how STs perceive themselves in the development of their confidence and their pedagogical convictions, as well as the challenges about their previous teaching knowledge and their future paths as teachers. STs perceive self-transformation as a continuous process of meeting students’ academic and emotional needs in their process of EFL learning.
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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes (Jacob et al., 2018; Hill et al., 2012; Staiger and Rockoff, 2010). Other studies identify potentially effective teachers even before they become teachers. Those studies use information from teacher education programme admission criteria to predict teacher candidates’ success in the programme (Heinz, 2013; Casey and Child, 2011; Caskey et al., 2001). Among teacher selection criteria, studies identified predictors of subsequent performance including undergraduate grades, written tests, interviews, and teaching practice. In developing countries, studies on teacher selection are virtually non-existent. We found two studies that focus on the selection of teachers during hiring. Both use candidates’ screening tests results to predict student learning outcomes (Araujo et al., 2020; Cruz-Aguayo et al., 2017). However, we did not find studies in developing country contexts that focus on selection of teachers into education programmes or how the admission criteria relate to student learning outcomes. Whether focusing on selecting teachers during their education programme or as they go through the recruitment process, studies on teacher selection across countries have the same underlying question: Will the criteria be able to identify effective teachers? The idea of teacher selection to improve the quality of the teaching force is appealing. For instance, in high performing countries in PISA, like Japan and Korea, where there are many teacher colleges (Ingersoll, 2007) and the most prevalent teacher employment is civil-service, great attention is paid to the quality of selection into teacher education programmes (OECD, 2018). Teacher selection is arguably more critical in developing countries. In most developing countries, the entry into teacher education programmes lacks selectivity and teacher qualifications tend to be set lower compared to other professional jobs (Béteille and Evans, 2019). Across all developing countries, a larger number of teachers are employed and account for most of the education spending, but their effect on student outcomes is small (ADB, 2021; Crawfurd and Pugatch, 2021). This suggests the need for more attention to policies such as the selection of teachers and criteria used to identify those best suited to teach in the classroom. In Indonesia, where the teacher recruitment system lacks a strong mechanism to ensure quality (Huang et al., 2020) and the teacher in-service training has not been effective (Revina et al., 2020), a potential way to improve the pool of teachers is through enhanced selection of individuals who will become teachers. We specifically question whether we can predict a teacher’s performance using information available when they were a teacher candidate. Admission criteria for teacher education are presumably intended to identify candidates who have the greatest likelihood of being able to do well in the academic programme and ultimately in the classroom as a professional. The identification of criteria that predict teacher subsequent performance would give policy makers a stronger understanding of where programme improvement may be needed.
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