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Journal articles on the topic 'Student teaching. Student teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (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

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Colson, Tori, Kelly Sparks, Gina Berridge, Renee Frimming, and Clarissa Willis. "Pre-service Teachers and Self-Efficacy: A Study in Contrast." Discourse and Communication for Sustainable Education 8, no. 2 (2017): 66–76. http://dx.doi.org/10.1515/dcse-2017-0016.

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AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of

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Zeichner, Kenneth, and Daniel Liston. "Teaching Student Teachers to Reflect." Harvard Educational Review 57, no. 1 (1987): 23–49. http://dx.doi.org/10.17763/haer.57.1.j18v7162275t1w3w.

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Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching progr

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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.

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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed

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Xhaferi, Brikena. "The impact of quality teaching on student achievement." Contemporary Educational Researches Journal 7, no. 4 (2017): 150–57. http://dx.doi.org/10.18844/cerj.v7i4.2717.

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Institutions seek out the best teachers, because quality teaching is an important factor in student achievement. It is related to the knowledge, beliefs, attitudes and dispositions that teachers bring into their profession. The South East European University strives for the highest quality in every faculty and department and sees quality improvement as an individual and collective responsibility. The university supports effective staff performance through announced and unannounced observations, student and staff evaluations, and internal and external opportunities for professional development

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Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.

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Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance,

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Stobaugh, Rebecca, and Margaret Gichuru. "Co-Teaching Practices During Student Teaching." Educational Renaissance 5, no. 1 (2017): 53–73. http://dx.doi.org/10.33499/edren.v5i1.100.

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Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the r

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Erawati Saragih, Enni, and Umia Ulfa Zalya. "INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM." ENGLISH JOURNAL 13, no. 2 (2019): 62. http://dx.doi.org/10.32832/english.v13i2.3779.

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To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there

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Bilali, Ornela, and Florinda Tarusha. "Factors Influencing the Appearance of Teaching Anxiety to Student Teachers." European Journal of Social Sciences Education and Research 3, no. 2 (2015): 90. http://dx.doi.org/10.26417/ejser.v3i2.p90-94.

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Student teachers who are involved in pedagogical practice during teaching experience anxiety. Anxiety of teaching is influenced by a number of factors that are associated with specific characteristics of learning situations. The aim of the study was to determine the factors that influence the birth of anxiety to student teachers during teaching. Participants in this study were students of the Faculty of Education, "Alexander Xhuvani" University, enrolled in programs of study: "Elementary Teacher" and "Preschool Teacher". Resulted that the teaching anxiety to student teachers influenced by a nu

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Abdelaziz, Dania. "The Dilemmas of Complexity in Design Studios and The Teachers' Role." Journal of Design Studio, no. 1 (July 20, 2021): 83–95. http://dx.doi.org/10.46474/jds.904192.

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Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance o

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Bush, William S., Marvin T. Moss, and Michael J. Seiler. "An Alternative to Traditional Student Teaching." Mathematics Teacher 84, no. 7 (1991): 533–37. http://dx.doi.org/10.5951/mt.84.7.0533.

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Student teaching is a critical component of preservice teacher education. During this time preservice teachers begin the transition from student to teacher. They find out if they have the desire or skills to teach. Their views and attitudes toward teaching, mathematics, and students are developed and challenged. In this setting, the subsequent success or failure as a teacher is often formed.

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Love, Abigail M. A., Jordan A. Findley, Lisa A. Ruble, and John H. McGrew. "Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation." Focus on Autism and Other Developmental Disabilities 35, no. 1 (2019): 47–54. http://dx.doi.org/10.1177/1088357619836767.

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Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation interv

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Almuntasheri, Saeed. "SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY." Problems of Education in the 21st Century 74, no. 1 (2016): 6–15. http://dx.doi.org/10.33225/pec/16.74.06.

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Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry i

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Van den Berghe, Lynn, Isabel B. Tallir, Greet Cardon, Nathalie Aelterman, and Leen Haerens. "Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach." Journal of Sport and Exercise Psychology 37, no. 4 (2015): 353–66. http://dx.doi.org/10.1123/jsep.2014-0150.

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Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class

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Baumgartner, Christopher M., and Kimberly H. Councill. "Music Student Teaching Seminars." Update: Applications of Research in Music Education 35, no. 2 (2016): 62–69. http://dx.doi.org/10.1177/8755123315615183.

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The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars ( n = 95, 77.86%) were taught in the music department. Particip

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Madsen, Katia, and Jane W. Cassidy. "The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning." Journal of Research in Music Education 53, no. 3 (2005): 222–33. http://dx.doi.org/10.1177/002242940505300304.

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The purpose of this study was to examine preservice and experienced teachers' ratings and comments on teacher effectiveness and student learning after observing videotaped music classes. Comparisons were made among experience levels of observers and between focus of attention of observation. Subjects for the study included college junior and senior music education majors who either had no practicum teaching experience ( n= 26) or who had practicum teaching experiences but had not student-taught ( n= 26). A third group included subjects with full-time music teaching experience ( n= 26). Subject

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Maylor, Uvanney. "Black male student teachers: tomorrow’s teachers?" Journal for Multicultural Education 12, no. 2 (2018): 111–25. http://dx.doi.org/10.1108/jme-01-2017-0001.

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Purpose This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession. Design/methodology/approach The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution. Findings The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-repre

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Graber, Kim C. "The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work." Journal of Teaching in Physical Education 14, no. 2 (1995): 157–78. http://dx.doi.org/10.1123/jtpe.14.2.157.

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The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated g

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French, Kate Rollert. "Student Teaching and Urban Educator Aptness: The Significance of Similar Sociocultural Scenarios." Education and Urban Society 52, no. 4 (2019): 511–33. http://dx.doi.org/10.1177/0013124519877162.

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Drawing from the experiences and reflections of new urban educators, this study examines how teachers undergo their first year of teaching on account of their student teaching. Using Situated Learning Theory—with an emphasis on legitimate peripheral participation—this study explores how sociocultural and contextual elements of schools contribute to teacher development. Findings suggest that teachers who complete student teaching in environments that mirror their first-year school placements feel more confident and competent in their ability to teach and serve students than teachers who complet

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Speer, Donald R. "An Analysis of Sequential Patterns of Instruction in Piano Lessons." Journal of Research in Music Education 42, no. 1 (1994): 14–26. http://dx.doi.org/10.2307/3345333.

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The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teac

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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of the

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Archambault, Leanna. "Teaching Virtually." International Journal of Online Pedagogy and Course Design 4, no. 1 (2014): 1–15. http://dx.doi.org/10.4018/ijopcd.2014010101.

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Enrollment in K-12 online learning continues to grow at an exponential rate throughout the United States. With this increase, one of the key factors for ensuring quality educational experiences for students is the knowledge, skills, and dispositions of their teachers. To address issues of online pedagogy, this study reports practices from a group of K-12 online teachers from a cyber charter school located in the desert southwest of the United States. Results show that online teachers use web-based programs, internal communication systems, and/or a combination of these types of tools to provide

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Jackson, C. Kirabo, and Elias Bruegmann. "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers." American Economic Journal: Applied Economics 1, no. 4 (2009): 85–108. http://dx.doi.org/10.1257/app.1.4.85.

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Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the

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CHRISTENSON, Robert, and David BARNEY. "Cooperating Teachers’ Expectations for Student Teachers During the Student Teaching Experience in Physical Education." Asian Journal of Physical Education & Recreation 17, no. 2 (2011): 6–15. http://dx.doi.org/10.24112/ajper.171870.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. The student teaching experience is important. The student teacher wants to be successful during their student teaching experience. Part of working successfully with the cooperating teacher can greatly impact a student teachers success. The purpose of this study was to investigate school based cooperative teachers’ experiences with student teachers for the purpose of better preparing physical education teacher education majors for their student teaching. For this study 100 experienced physical educators were surveyed to f

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Poulou, Maria S. "Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being." School Psychology International 41, no. 6 (2020): 499–521. http://dx.doi.org/10.1177/0143034320951911.

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This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM

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Suryani, Fitri Budi, Dwi Rukmini, Dwi Anggani Linggar Bharati, and Rudi Hartono. "Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (2018): 261. http://dx.doi.org/10.24167/celt.v18i1.1212.

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The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed y

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Suryani, Fitri Budi, Dwi Rukmini, Dwi Anggani Linggar Bharati, and Rudi Hartono. "Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (2018): 267. http://dx.doi.org/10.24167/celt.v18i2.1212.

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The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed y

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Setiawan, Agus. "The Students' Perceptions on Teacher "Performances" in Teaching English." INTERACTION: Jurnal Pendidikan Bahasa 7, no. 1 (2020): 15–26. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v7i1.450.

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This study was conducted to find out how the students' perceptions on English teachers. The problem focuses on students' perceptions of the teacher's learning methods while learning the learning takes place, and an effective learning process with student learning outcomes gained. In this study the authors take respondents to get data that is as much as 4 respondents, where the one respondent is an English teacher and 3 other respondents are students. Researchers conducted interviews on each respondent. In this case, the teacher to know the methods used in the learning process and the students

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Drouin, Steven, Katya Karathanos-Aguilar, and Virginia Lehmkuhl-Dakhwe. "Affordances and Constraints: Pre-Service Science Educators Co-Teaching in Support of ELLs." Journal of Education and Culture Studies 4, no. 1 (2019): p1. http://dx.doi.org/10.22158/jecs.v4n1p1.

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Co-teaching has increasingly been utilized as an alternative model for the student teaching experience in pre-service education. Recent literature highlights potential for co-teachers to develop by engaging in cycles of inquiry in learning communities. The purpose of this study was to explore the experience of a science student teacher who engaged in cycles of inquiry around supporting English language learners (ELLs) in a co-teaching student teaching placement. This qualitative case study involved a science mentor teacher and a science student teacher engaged in a yearlong co-teaching placeme

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YUSOF, NORMAH, AKMAH YUSOF, AZAHARI B. MD ALI, CHE MOHD NAZRIN B. CHE MOHD YUSOFF, MOHD NUR SHAFIQ B. MOHD FARZA, and NASRUL B. MAT NAWAI. "STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME." International Journal for Innovation Education and Research 2, no. 10 (2014): 121–30. http://dx.doi.org/10.31686/ijier.vol2.iss10.253.

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One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodo

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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially acros

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Whitley, Victoria P., Travis D. Park, Wendy J. Warner, and Erin T. Horne. "Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance." Career and Technical Education Research 44, no. 2 (2019): 88–113. http://dx.doi.org/10.5328/cter44.2.88.

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The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education s

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Mishima, Tomotaka, Akihiro Horimoto, and Toshiaki Mori. "Changes in the Images of Teaching, Teachers, and Children Expressed by Student Teachers before and after Student Teaching." Psychological Reports 106, no. 3 (2010): 769–84. http://dx.doi.org/10.2466/pr0.106.3.769-784.

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The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1–2, 3–4, 5–6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphorquestionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and c

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Fořtová, Nicola, Jitka Sedláčková, and František Tůma. ""And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching." Íkala 26, no. 3 (2021): 513–29. http://dx.doi.org/10.17533/udea.ikala/v26n3a03.

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The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degre

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McCaughtry, Nate. "The Emotional Dimensions of a Teacher’s Pedagogical Content Knowledge: Influences on Content, Curriculum, and Pedagogy." Journal of Teaching in Physical Education 23, no. 1 (2004): 30–47. http://dx.doi.org/10.1123/jtpe.23.1.30.

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Although teachers’ knowledge of student emotion is not typically integrated into studies of teachers’ pedagogical content knowledge, this study uses the philosophy of emotion, recent teacher knowledge research, and a case study of one middle-school physical education teacher to illustrate the point that how teachers understand student emotion is inextricably linked to their thinking and decisions about educational content, curriculum, and pedagogy. Data were collected during 4 months of observations and interviews and were analyzed using constant comparison. Three themes are used to show how t

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Williams, Amanda L., Zachary Giano, Michael J. Merten, et al. "Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation." Journal of Early Adolescence 40, no. 8 (2019): 1061–86. http://dx.doi.org/10.1177/0272431619891244.

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Teacher expectations of students have been consistently linked with student academic achievement. What is less known is how students’ actual behaviors and performance shape teachers’ perceptions of them, particularly when considering student gender and race/ethnicity. A diverse dyadic sample of 1,653 seventh graders with 63 reporting teachers was used to examine how teaching experience, student behavioral citations, and grade point average were related to teachers’ perceptions of each student’s antisocial behavior, academic motivation, and likelihood of graduating high school. Results showed t

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Ahmed Abdullah, Nauman, and Munawar Sultana Mirza. "Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan." International Review of Research in Open and Distributed Learning 21, no. 2 (2020): 81–97. http://dx.doi.org/10.19173/irrodl.v21i2.4606.

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In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student tea

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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 (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 st

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Sari Puspita, L. P. Ayu, N. N. Padmadewi, and L. G. Eka Wahyuni. "Instructional Teaching Media to Promote Autistic Student’s Learning Engagement." Journal of Education Research and Evaluation 3, no. 2 (2019): 58. http://dx.doi.org/10.23887/jere.v3i2.20975.

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The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an impl

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Han, Yu, Xiaoyan Ji, and Jinghe Han. "Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context." International Journal of Contemporary Education 2, no. 2 (2019): 27. http://dx.doi.org/10.11114/ijce.v2i2.4393.

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This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their

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Van Overschelde, James P., and Amy N. Piatt. "U.S. Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field." Research in Educational Policy and Management 2, no. 1 (2020): 1–22. http://dx.doi.org/10.46303/repam.02.01.1.

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Every Student Succeeds Act (ESSA) requires states to ensure the equitable distribution of out-of-field teachers. Using over 180 million student-course-teacher records from Texas between 2011-12 and 2017-18, we found out-of-field teaching rates have increased dramatically since ESSA became law. We also found vast inequities in which teachers are assigned to teach out-of-field and dramatic differences in student out-of-field course-taking rates across demographic characteristics. The strongest predictors of teachers teaching out-of-field is that they work in a charter school or completed alterna

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Sreedevi, P. S. "Teaching Competency of Student Teachers." International Journal of Advances in Social Sciences 3, no. 3 (2015): 139. http://dx.doi.org/10.5958/2454-2679.2015.00003.1.

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Wray, David, and Jane Medwell. "Student Teachers and Teaching Reading." Literacy 28, no. 3 (1994): 43–45. http://dx.doi.org/10.1111/j.1467-9345.1994.tb00126.x.

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Rudney, Gwen L., and Andrea M. Guillaume. "Reflective teaching for student teachers." Teacher Educator 25, no. 3 (1989): 13–20. http://dx.doi.org/10.1080/08878738909554961.

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Balode, Maija. "PARTNERSHIP BETWEEN TEACHER AND SECONDARY SCHOOL STUDENT THROUGH LEARNING MATHEMATICS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 24. http://dx.doi.org/10.17770/sie2016vol2.1396.

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This article examines secondary school student and teachers cooperation through learning mathematics. The aim of the study is to find out whether the teacher and student cooperation is a partnership. The partnership is viewed as a cooperation where involved work toward mutual goals. Secondary school student - teacher partnership is possible if the teacher trusts students and together with them chooses the learning objectives, the teaching aids and methods of learning. Students take responsibility for their choices and they are motivated to accomplish them if there is possibility to make a choi

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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when

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Gatumu, Jane Ciumwari, and John Chandi Rugendo. "Non-Examined Secondary School Curriculum and Quality Teacher Education: Case of University of Nairobi Students on Teaching Practice in Meru." East African Journal of Education Studies 3, no. 1 (2021): 106–15. http://dx.doi.org/10.37284/eajes.3.1.338.

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Student teachers in teaching practice find themselves in a scenario whereby they are examined based only on their pedagogical competencies. This paper focuses on the student teachers’ quality in relation to the non-examined curriculum component, where the goal of the curriculum is to develop the life skills of students. A phenomenological approach and social constructivist framework are relied upon. The study’s sample size consisted of 47 University of Nairobi students in the Meru teaching practice zone. The students were observed and interviewed to find out the nature of their involvement in

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Moalosi, Smitta Waitshega Tefo. "Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?" Journal of International Education Research (JIER) 9, no. 4 (2013): 397–406. http://dx.doi.org/10.19030/jier.v9i4.8266.

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Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this

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Farhah, Irsyad, Airin Yustikarini Saleh, and Shahnaz Safitri. "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 (2021): 267–74. http://dx.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.

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Teppo, Moonika, Regina Soobard, and Miia Rannikmäe. "GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING." Journal of Baltic Science Education 20, no. 1 (2021): 119–33. http://dx.doi.org/10.33225/jbse/21.20.119.

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Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating b

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