Статті в журналах: "Becoming student"

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Jaarsma, Ada S. "Becoming Student." Listening 46, no. 3 (2011): 218–40. http://dx.doi.org/10.5840/listening201146319.

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Narchal, Renu, Leanne S. Cowin, Ian Wilson, and David Harding. "Becoming a Medical Student." International Journal of Pedagogy and Curriculum 19, no. 2 (2013): 139–50. http://dx.doi.org/10.18848/2327-7963/cgp/v19i02/48912.

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Glanville, Ranulph. "On becoming gordon's student." Systems Research 10, no. 3 (January 16, 2007): 49–58. http://dx.doi.org/10.1002/sres.3850100308.

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Brent, Ginger. "Becoming a ”Teacher-Student”." English Education 37, no. 4 (July 1, 2005): 296–300. http://dx.doi.org/10.58680/ee20054131.

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Bui, Tram Anh. "Becoming an Intercultural Doctoral Student." Journal of International Students 11, no. 1 (January 15, 2021): 257–65. http://dx.doi.org/10.32674/jis.v11i1.1272.

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International students experience both challenges and possibilities when they situate themselves in new sociocultural environments. The process of intercultural learning affects their self-formation and construction of their multiple identities. This self-reflective paper examines my experience as an international doctoral student transitioning from a Vietnamese cultural background to Canadian culture. By using concentric storying to deconstruct my journal entries, I found recurrent themes of conflicts and tensions emerging through different dialectical processes in my journey of becoming an intercultural doctoral student. My intercultural learning exposed my vulnerable self while I searched for my core values and beliefs. This journey has brought profound changes in making meaning of my adventure in transnational space. My story may shed light on the understanding of life in transition and provide direction for other international doctoral students seeking to enhance their intercultural competence in a similar educational landscape.

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Reddy, Peter, and Rachel Shaw. "Becoming a professional." Education + Training 61, no. 2 (February 11, 2019): 272–88. http://dx.doi.org/10.1108/et-10-2018-0210.

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Purpose Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues. Design/methodology/approach In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received interpretative phenomenological analysis. Findings Placement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth. Practical implications Ontology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated. Originality/value The UK Bachelor’s degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for higher education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development.

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Miller, Robert S. "On Becoming a Composition Student." WAC Journal 5, no. 1 (1994): 5–10. http://dx.doi.org/10.37514/wac-j.1994.5.1.01.

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Goldman, Fiona. "Transition: Becoming a student midwife." British Journal of Midwifery 7, no. 3 (March 1999): 140. http://dx.doi.org/10.12968/bjom.1999.7.3.8361.

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Fernie, David E., Rebecca Kantor, and Elisa L. Klein. "This issue: Becoming a student." Theory Into Practice 27, no. 1 (January 1988): 2. http://dx.doi.org/10.1080/00405848809543323.

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Perander, Katarina, Monica Londen, Gunilla Holm, and Susanne Tiihonen. "Becoming a university student: An emotional rollercoaster." Högre utbildning 10, no. 1 (2020): 1. http://dx.doi.org/10.23865/hu.v10.1462.

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Students’ experiences during their first year of higher education affect study pace, retention and graduation. The aim of this study was to examine how students describe and perceive their studying and academic emotions during the first semester of higher education in order to analyse the interplay of different factors affecting student learning. The students participated in a compulsory study skills course, and wrote about their study experiences in reflective journals (N = 190) that were analysed qualitatively. Reflective journals have been rarely used in previous research on first year studies. The journals allow students to write about their experiences as a whole, and provide a broad and in-depth picture of students’ perceptions of their study habits and learning in higher education. Our results revealed that students’ academic emotions were profoundly affected by their self-regulated learning skills. Moreover, the study showed how self-regulated learning and academic emotions were tightly intertwined. In order to enhance student learning both self-regulated learning and academic emotions need to be considered in university teaching, and when universities plan the first year for new students.

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Castiello-Gutiérrez, Santiago. "From Being to Becoming: An International Student’s Journey at Becoming an International Education Scholar." Journal of International Students 12, S2 (August 21, 2022): 13–31. http://dx.doi.org/10.32674/jis.v12is2.4456.

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Framed as a critical autoethnography (Boylorn & Orbe, 2020), this study is a reflection on my personal and academic journey from ‘being’ an international student in the United States, to ‘becoming’ a scholar who studies issues of international student mobility. Through a comprehensive dataset comprised of self-reflection, personal communications, published and unpublished scholarly works, and presentations, I show how by being the Other and observing or experiencing issues of discrimination against international students, I transformed my scholarly identity and used my agency to bring attention to these issues.

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Huhtala, Anne. "Becoming a Language Teacher." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 53–69. http://dx.doi.org/10.17011/apples/2015090103.

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In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher identity and (b) teaching profession. They see teaching as meaningful and rewarding, but tell about worries connected to: (a) appearing in class and not having enough subject knowledge; (b) contacts with teenagers and their parents; and (c) heavy workload and lack of time. The results give support to previous studies indicating that novice teachers would benefit from organized mentoring sessions during transition to working life, so as to make it smoother and less challenging.

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Ngololo, Elizabeth Ndeukumwa, and Leena Ngonyofi Kanandjebo. "Becoming reflective practitioners: Mathematics student teachers' experiences." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (March 26, 2021): 128–41. http://dx.doi.org/10.23917/jramathedu.v6i2.12375.

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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.

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Eriksen, Matthew, Kevin Cooper, and Anthony Miccolis. "On Becoming Virtuous." Journal of Management Education 43, no. 6 (August 8, 2019): 630–50. http://dx.doi.org/10.1177/1052562919866885.

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Based on Ben Franklin’s project to develop his virtuousness, we present an assignment that provides a structured process to facilitate students’ virtuousness in their day-to-day lives. Students determine four virtues they wish to develop. Each week, students focus on behaving consistently with one of these virtues. At the end of each day, they record whether their behaviors were consistent with each of their four virtues. On a weekly basis, students engage in self-reflection, practical reflexivity, peer coaching, and a class discussion of their experiences of attempting to live out their chosen virtues and what they are learning about being virtuous, and with what actions and structures they might experiment to improve their effectiveness. These practices deepen students’ self-understanding and improve their abilities to be virtuous. Student feedback strongly supports that engaging in the assignment helped them identify meaningful virtues and personal behaviors consistent, and inconsistent, with those virtues, improve their abilities to behave consistently with these virtues, understand the impact of living out their virtues within the context of their day-to-day lives, increase their self-understanding, and improve their abilities to engage in self-observation and self-reflection.

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Brown, Robert D., Diane L. Podolske, Robert D. Kohles, and Richard L. Sonnenberg. "Becoming a Reflective Student Affairs Administrator." NASPA Journal 29, no. 4 (July 1, 1992): 307–14. http://dx.doi.org/10.1080/00220973.1992.11072281.

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Barnett, Ronald. "Being and becoming: a student trajectory." International Journal of Lifelong Education 15, no. 2 (March 1996): 72–84. http://dx.doi.org/10.1080/0260137960150202.

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Clark/Keefe, Kelly. "Becoming artist, becoming educated, becoming undone: toward a nomadic perspective of college student identity development." International Journal of Qualitative Studies in Education 27, no. 1 (December 6, 2012): 110–34. http://dx.doi.org/10.1080/09518398.2012.737048.

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Tifani, Savira Sarah, and Eko Wahjudi. "Pengaruh Persepsi Profesi Guru, Efikasi Diri, Lingkungan Keluarga, Dan Teman Sebaya Terhadap Minat Menjadi Guru Mahasiswa Prodi Pendidikan Akuntansi UNESA." Jurnal Pendidikan Akuntansi (JPAK) 10, no. 3 (December 31, 2022): 205–16. http://dx.doi.org/10.26740/jpak.v10n3.p205-216.

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A good education is a bridge to make a nation great and advanced. In other words, the teacher has a big role in it all. Teachers have a big role in realizing the success of education. This relates to education students who have been prepared to become teachers in the future. However, not all students set future goals to become teachers. Several causes can influence interest in becoming a teacher, including student perceptions of the teaching profession, student self-efficacy, family environment, and peers. This study aims to determine the effect of perceptions of the teaching profession, self-efficacy, family environment, and peers on students' interest in becoming teachers. This research belongs to the category of quantitative research. The research population used was students of the 2018 Accounting Education Study Program, Surabaya State University as many as 60 students with a sampling technique, namely saturated sampling. The method of data collection is done through a questionnaire. Based on the test results, it is known that 1) The perception of the teaching profession has no significant effect on student interest in becoming a teacher, 2) Self-efficacy has no significant effect on student interest in becoming a teacher, 3) Family environment has a significant effect on student interest in becoming a teacher, 4) Peers have a significant effect on students' interest in becoming teachers, and 5) Perceptions of the teaching profession, self-efficacy, family environment, and peers simultaneously have a significant effect on students' interest in becoming teachers.

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Hansen, Søren, and Lykke Brogaard Bertel. "Becoming a Creative Genius." Journal of Problem Based Learning in Higher Education 11, no. 2 (October 10, 2023): 34–53. http://dx.doi.org/10.54337/ojs.jpblhe.v11i2.7781.

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The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.

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Tai, Hue-Tam Ho. "On Becoming a Student of Vietnamese History." Journal of Vietnamese Studies 12, no. 3 (2017): 52–63. http://dx.doi.org/10.1525/jvs.2017.12.3.52.

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Gratch, Amy. "Becoming Teacher: Student teaching as identity construction." Teaching Education 11, no. 1 (April 2000): 119–26. http://dx.doi.org/10.1080/10476210050020435.

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McLelland, Gayle, and Jill French. "Innovative education: Student midwives becoming future teachers." Women and Birth 24 (October 2011): S4—S5. http://dx.doi.org/10.1016/j.wombi.2011.07.032.

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Millward, Pam, Janna Wardman, and Christine Rubie-Davies. "Becoming and being a talented undergraduate student." Higher Education Research & Development 35, no. 6 (February 17, 2016): 1242–55. http://dx.doi.org/10.1080/07294360.2016.1144569.

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Fernie, David E. "Becoming a student: Messages from first settings." Theory Into Practice 27, no. 1 (January 1988): 3–10. http://dx.doi.org/10.1080/00405848809543324.

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Kupo, V. Leilani. "Becoming a Scholar-Practitioner in Student Affairs." New Directions for Student Services 2014, no. 147 (September 2014): 89–98. http://dx.doi.org/10.1002/ss.20103.

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Chasanah, Faridah Nur, Budiyono Budiyono, and LMS Kristiyanti. "Pengaruh Antara Penghargaan Finansial, Pengakuan Profesional Dan Motivasi Diri Mahasiswa Terhadap Minat Menjadi Akuntan Publik (Studi Empiris Pada Institut Teknologi Bisnis AAS Indonesia)." Jurnal Akuntansi dan Pajak 22, no. 1 (July 30, 2021): 289. http://dx.doi.org/10.29040/jap.v22i1.2788.

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A career as a public accountant is considered to have good prospects, but the growth of accounting graduate students who choose to become public accountants in Indonesia is still considered very small. The small number of public accountants in Indonesia is a big opportunity for accounting students and can be a consideration for accounting students who have an interest in becoming a public accountant. The purpose of this study was to determine whether financial rewards, professional recognition and self-motivation of students affect student interest in becoming public accountants. Samples with certain considerations in this study were students of the S1 study program class of 2017 at ITB AAS Indonesia, totaling 60 students. The method of analysis in this study uses statistical multiple regression analysis. The conclusion that can be drawn from this study is that the variables of financial rewards, professional recognition and self-motivation of students together have a significant effect on students' interest in becoming public accountants. The variables of financial reward and professional recognition did not have a significant effect on students 'interest in becoming public accountants, while the variable of student self-motivation had a significant effect on students' interest in becoming public accountants. Keywords: interest in becoming a public accountant, financial rewards, professional recognition and student self-motivation.

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Mesler, Leigh. "Making Retention Count: The Power of Becoming a Peer Tutor." Teachers College Record: The Voice of Scholarship in Education 111, no. 8 (August 2009): 1894–915. http://dx.doi.org/10.1177/016146810911100806.

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Background/Context A review of the literature demonstrates that grade retention often fails to improve the academic and socioemotional outcomes of retained students. Although little empirical work on peer tutoring has focused specifically on retained students, the literature suggests that those students who act as peer tutors often experience improved school performance and self-concepts. Purpose of Study This work developed out of a concern that elementary school students being held back to repeat a grade, or retained, were not benefiting academically from non-promotion. The purpose of this action research study was to identify and implement an intervention that would improve the academic and socioemotional outcomes of a twice-retained third-grade student. Setting This study took place in a New York City public elementary school. Intervention The intervention involved implementing a 12-week peer tutoring program in which a retained third-grade student tutored a struggling classmate in mathematics. Research Design This is an action research study in which the author conducted research and implemented an intervention in her own classroom. Results After serving as a peer tutor, this student experienced increased math achievement, an improved self-concept, and better classroom behavior. These results suggest that having struggling students serve as peer tutors may be effective in improving both their academic achievement and socioemotional outcomes.

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Torres-Cepeda, Nancy María, and Bertha Ramos-Holguín. "Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives." GiST Education and Learning Research Journal 18 (June 21, 2019): 6–27. http://dx.doi.org/10.26817/16925777.441.

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This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection

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Chrispeels, Janet H., and Kathleen J. Martin. "Becoming Problem Solvers: The Case of Three Future Administrators." Journal of School Leadership 8, no. 3 (May 1998): 303–31. http://dx.doi.org/10.1177/105268469800800304.

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This study examines how students in an administrative credential program developed collaborative problem-solving competence through their participation in two problem-based learning classes. Data collected at three times over the course of a year (videotapes, student reflective papers, faculty and student evaluations, final group projects, and interviews) were analyzed to assess how students develop problem-solving skills within a group. The data indicate that these classes allowed students to acquire knowledge and skills in group processes and problem-solving as well as course content. Follow-up studies of three students who served as telling cases, and who are the focus of this study, suggest students could see the link between theory and practice, and between the classes and their jobs as administrators. Although the students entered the classes with differing levels of problem-solving ability, all three perceived that the experiences in the problem-based learning classes enhanced their skills. The data also suggest that more active guidance by the faculty could enhance students’ reflective skills and their ability to identify implicit theories of practice. Thus, a metacognitive framework for acquiring and improving problem-solving skills in collaborative groups was developed to enable students to explore personal and organizational factors that shape their theory of practice.

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Murphey, Tim. "Singing well-becoming: Student musical therapy case studies." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 205–35. http://dx.doi.org/10.14746/ssllt.2014.4.2.4.

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Much research supports the everyday therapeutic and deeper socialneurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student-conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became “well-becoming agents of change” in their own social networks. “Well-becoming” emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.

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Beck, Ellen. "patient as teacher-learnings about becoming a good physician from senior medical students." International Journal of Whole Person Care 9, no. 1 (January 17, 2022): 6–7. http://dx.doi.org/10.26443/ijwpc.v9i1.318.

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For 15 years, in fourth-year clerkships in Family Medicine / Underserved Health Care, the author, a core clerkship faculty member, meets with 8-12 students at the beginning and end of their monthly rotation. Students reflect on and write goals in four areas, including Primary Care, Teaching, and Working with Underserved Communities. A key goal is the fourth. Students reflect on their training, especially third year, as a ‘socialization’ process where they may have learned some good habits, but also some behaviors that may have felt like survival, that are not congruent with the physician they aspired to become. In a safe and supportive learning environment, at the Student-Run Free Clinic, where time and reimbursement are not the drivers, the students grow in self-awareness as physicians, healers, and teachers. In the final session, each student also shares a meaningful story about a patient who will sit on their shoulder throughout their career and gently remind them about the physician they are becoming. Each student then identifies the essence of the patient’s teaching. Another student takes notes. The students co-create, in a facilitated and supportive environment, a set of teachings. One student reads them aloud and sends them to the group. The specific teachings, in the students’ own words, are about listening, to being present, to thoroughness, to asking open-ended questions, to exploring the social determinants of health, to learning from our errors, to taking the extra minute, and many others. More than 1200 students have participated in this activity, with consistent positive feedback.

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Verlie, Blanche, Sherridan Emery, Maia Osborn, Kim Beasy, Bianca Coleman, Kevin Kezabu, and Jennifer Nicholls. "Becoming Researchers: Making Academic Kin in the Chthulucene." Australian Journal of Environmental Education 33, no. 3 (November 2017): 145–59. http://dx.doi.org/10.1017/aee.2017.24.

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AbstractGraduate students are often plagued by stress and anxiety in their journeys of becoming researchers. Concerned by the prevalence of poor graduate student wellbeing in Australia, we share our experiences of kin-making and collaboration within #aaeeer (Australasian Association for Environmental Education Emerging Researchers), a collective of graduate students and early career researchers formed in response to the Australian Association for Environmental Education (AAEE) conference in Hobart, Tasmania, in 2014. In this article, we begin to address the shortage of research into graduate student wellbeing, led by graduate students. Inspired by Donna Haraway's work on making kin in the Chthulucene, we present an exploration that draws together stories from the authors about the positive experiences our kin-making collective enables, and how it has supported our wellbeing and allowed us to work collaboratively. Specifically, we find that #aaeeer offers us a form of refuge from academic stressors, creating spaces for ‘composting together’ through processes of ‘decomposing’ and ‘recomposing’. Our rejection of neoliberal norms has gifted us experiences of joyful collective pleasures. We share our experiences here in the hope of supporting and inspiring other emerging and established researchers to ‘make kin’ and challenge the potentially isolating processes of becoming researchers.

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Carlson, Sören. "Becoming a Mobile Student - a Processual Perspective on German Degree Student Mobility." Population, Space and Place 19, no. 2 (November 12, 2012): 168–80. http://dx.doi.org/10.1002/psp.1749.

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Adriansen, Hanne Kirstine, and Lene Møller Madsen. "Using student interviews for becoming a reflective geographer." Journal of Geography in Higher Education 38, no. 4 (July 15, 2014): 595–605. http://dx.doi.org/10.1080/03098265.2014.936310.

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Campbell, J. "Becoming Emmett Till: A Student History Day Perspective." OAH Magazine of History 26, no. 3 (July 1, 2012): 37–40. http://dx.doi.org/10.1093/oahmag/oas018.

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Baxter, Arthur, and Carolyn Britton. "Risk, identity and change: Becoming a mature student." International Studies in Sociology of Education 11, no. 1 (March 2001): 87–104. http://dx.doi.org/10.1080/09620210100200066.

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Phillips, Donna Kalmbach, and Mindy Legard Larson. "The teacher–student writing conference reimaged:entangled becoming-writingconferencing." Gender and Education 25, no. 6 (October 2013): 722–37. http://dx.doi.org/10.1080/09540253.2013.819970.

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Payne, Helen. "Becoming a client, becoming a practitioner: student narratives of a dance movement therapy group." British Journal of Guidance & Counselling 32, no. 4 (November 2004): 511–32. http://dx.doi.org/10.1080/03069880412331303303.

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Motiara, Ica, and Retno Mustika Dewi. "Korelasi Antara Persepsi Mahasiswa Tentang Profesi Keguruan dan Adversity Intelligence Dengan Minat Menjadi Guru." Jurnal Pendidikan Ekonomi (JUPE) 10, no. 2 (May 2, 2022): 161–71. http://dx.doi.org/10.26740/jupe.v10n2.p161-171.

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This study aims to examine the relationship between student perceptions of the teaching profession and adversity intelligence with interest in becoming a teacher at the 2018 State University of Surabaya State University Economics Department Students. The type of research used is quantitative associative research. The data collection technique used was by using a questionnaire distributed to all samples collected by 153 JPE students at the State University of Surabaya in 2018 obtained through the slovin formula. This study uses data analysis techniques that include prerequisite analysis and hypothesis testing (Pearson correlation test and multiple correlation analysis) through the SPSS application. The results of this study indicate: 1) Partially, student perceptions of the teaching profession have a positive and significant relationship with interest in becoming a teacher, 2) Partially, adversity intelligence has a positive and significant relationship with interest in becoming a teacher, 3) Simultaneously, student perceptions about the teaching profession and adversity intelligence have a positive and significant relationship with interest in becoming a teacher.

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Luqman, Rafika Mufidha, and Retno Mustika Dewi. "Pengaruh Pengenalan Lapangan Persekolahan (PLP) dan Konsep Diri terhadap Minat Menjadi Guru." Journal of Education and Instruction (JOEAI) 5, no. 2 (October 2, 2022): 370–81. http://dx.doi.org/10.31539/joeai.v5i2.4377.

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The purpose of this study was to identify the students' attention to become teachers at the 2018 Economics Education Study Program students of the Faculty of Economics, State University of Surabaya with 65 students as respondents. This research is calculated quantitatively using the procedure for collecting information in the form of a questionnaire. The information obtained is processed using SPSS type 25. The results of this study indicate; 1) the variable of School Field Identification has an important influence on the variable of student interest in becoming a teacher (2) the self-design variable has an important influence on the variable of student interest in becoming a teacher (3) and has an important effect together with the variable of School Field Identification and self-scheme on the interest of students to become a teacher . In conclusion, the introduction of the PLP School Field has a positive and important impact on student interest in becoming a teacher at the 2018 Economics Education Study Program students at the State University of Surabaya. Keywords: Self-Concept, Interest in Becoming a Teacher, Introduction to School Field

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Napoli, Alessandra, Kevin Nyaga, Dhinesh Radhakrishnan, and Jennifer J. DeBoer. "Students Becoming Supervisors: Student Transformation during a Cross-National, Collaborative Community Engineering Project." Purdue Journal of Service-Learning and International Engagement 7, no. 1 (2020): 110–17. http://dx.doi.org/10.5703/1288284317243.

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Whitehead, Patrick M., and Robert Wright. "Becoming a College Student: An Empirical Phenomenological Analysis of First Generation College Students." Community College Journal of Research and Practice 41, no. 10 (August 26, 2016): 639–51. http://dx.doi.org/10.1080/10668926.2016.1216474.

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Alder, Emily. "Becoming a student of English: Students’ experiences of transition into the first year." Arts and Humanities in Higher Education 17, no. 2 (January 29, 2016): 185–203. http://dx.doi.org/10.1177/1474022216628303.

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This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.

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Horn, Leigh Van. "Professional Book Reviews: Becoming Writers." Voices from the Middle 11, no. 2 (December 1, 2003): 68–70. http://dx.doi.org/10.58680/vm20033080.

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Reviewed are: Lessons That Change Writers (Nancie Atwell); 100 Quickwrites (Linda Rief); Because Writing Matters: Improving Student Writing in Our Schools (National Writing Project and Carol Nagin); Writing for Real: Strategies for Engaging Adolescent Writers (Ross M. Burkhardt); The Revision Toolbox: Teaching Techniques That Work (Georgia Heard)

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Lin, Yuqi, Jing Shi, and Chenyang Zhang. "Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia." Journal of International Students 12, S2 (August 21, 2022): 68–87. http://dx.doi.org/10.32674/jis.v12is2.4278.

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It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.

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Finchum, Tabetha R. "Becoming a Leader: Finding My Voice." Teaching Children Mathematics 21, no. 2 (September 2014): 100–106. http://dx.doi.org/10.5951/teacchilmath.21.2.0100.

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BRITTON, CAROLYN, and ARTHUR BAXTER. "Becoming a Mature Student: Gendered narratives of the self." Gender and Education 11, no. 2 (June 1999): 179–93. http://dx.doi.org/10.1080/09540259920681.

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Malderez, Angi, Andrew J. Hobson, Louise Tracey, and Kirstin Kerr. "Becoming a student teacher: core features of the experience." European Journal of Teacher Education 30, no. 3 (August 2007): 225–48. http://dx.doi.org/10.1080/02619760701486068.

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Range, Lillian M. "Becoming a Campus That Cares: Preventing College Student Suicide." Contemporary Psychology: A Journal of Reviews 40, no. 9 (September 1995): 850–51. http://dx.doi.org/10.1037/003944.

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Holland, Karen. "A journey to becoming: the student nurse in transition." Journal of Advanced Nursing 29, no. 1 (January 1999): 229–36. http://dx.doi.org/10.1046/j.1365-2648.1999.00883.x.

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