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Journal articles on the topic 'Teachers Interns (Education) Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Rikard, G. Linda, and Sharon M. Knight. "Obstacles to Professional Development: Interns’ Desire to Fit in, Get Along, and Be Real Teachers." Journal of Teaching in Physical Education 16, no. 4 (1997): 440–53. http://dx.doi.org/10.1123/jtpe.16.4.440.

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This study examined physical education interns’ beliefs and perceptions about their student teaching internships, thus providing indicators regarding their developmental growth as teachers. Data were acquired from 46 student teacher interns from focus group interviews and Fuller’s Teacher Concerns Questionnaire (TCQ). Developmental stage theories from the work of Hunt (1966), Kohlberg (1984), Loevinger (1976), and Fuller (1969) were used to frame the concept of developmental growth of student teachers. Data indicated interns’ primary desires were to fit into the school organization, to get alo

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Grady, Maureen, Charity Cayton, Ronald V. Preston, and Rose Sinicrope. "Co-Planning Strategies for Mentor Teachers and Interns." Theory & Practice in Rural Education 9, no. 2 (2019): 79–91. http://dx.doi.org/10.3776/tpre.2019.v9n2p79-91.

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Planning for instruction is a complex and important task, requiring teachers to consider content, lesson objectives, and student learning. Teachers’ ability to attend to the complexity of planning differs with experience level and is especially difficult for novices and pre-service teachers. We examine the potential of co-planning during the internship experience to assist interns in making the transition from being a mathematics education student to becoming a mathematics teacher. We describe six strategies to facilitate co-planning between mentor teachers and interns. Implications for these

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Tollefson, Nona, and Audrey Kleinsasser. "Cooperating teachers' descriptions of ?outstanding? interns." Journal of Personnel Evaluation in Education 5, no. 4 (1992): 359–67. http://dx.doi.org/10.1007/bf00126828.

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Cullen, Theresa A., and Tugra Karademir. "Technology Experiences of Student Interns in a One to One Mobile Program." International Journal of Mobile and Blended Learning 10, no. 2 (2018): 20–35. http://dx.doi.org/10.4018/ijmbl.2018040103.

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This article describes how a group of student intern teachers (n = 51) in a one to one teacher education iPad program were asked to reflect using Experience Sampling Method (ESM) on their use of technology in the classroom during internship. Interns also completed summative reflections and class discussions. Data collected both in online and paper-based summative reflections were subjected to content analysis and triangulated with classroom discussions. The responses showed that interns tended toward teacher-focused uses of technology and were frustrated by their inability to use technology du

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Lutz, Frank W., and Jerry B. Hutton. "Alternative Teacher Certification: Its Policy Implications for Classroom and Personnel Practice." Educational Evaluation and Policy Analysis 11, no. 3 (1989): 237–54. http://dx.doi.org/10.3102/01623737011003237.

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Alternative certification (AC) of teachers is an issue of interest and discussion within the 1980s education reform movement. Little empirical evaluation is available for formulating policy, however. This research describes an alternative certification program in the Dallas Independent School District. Recruitment programs resulted in 4,000 inquiries and over 1,300 applicants, 691 of whom took the entrance test, 557 who passed, and 110 who were admitted to the program. This research addresses eight topics: (a) characteristics of the program, (b) characteristics of the interns, (c) intern attit

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Baughman, Melissa. "Mentorship and Learning Experiences of Preservice Teachers as Community Children’s Chorus Conductors." Journal of Music Teacher Education 29, no. 2 (2019): 38–52. http://dx.doi.org/10.1177/1057083719876116.

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A service-learning model may be used to provide preservice music teachers with authentic context learning experiences and a range of pedagogical benefits, but research evidence specific to choral music contexts is limited. The purpose of this study was to investigate two preservice music teachers’ experiences as interns with a community children’s chorus. Through an examination of verbal and written reflections, I sought to understand how interns perceived themselves as music teachers, their ability to implement and recall specific instructional strategies, connections they made between teachi

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Abrego, Michelle, Bobbette M. Morgan, and Chuey Abrego. "Creating Win-Win Partnerships And Adding Relevance To Educator Preparation." Contemporary Issues in Education Research (CIER) 2, no. 2 (2011): 51. http://dx.doi.org/10.19030/cier.v2i2.1097.

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The authors describe a partnership between two departments, in a school of education that involves educational leadership and curriculum and instruction graduate students sharing their expertise of teaching and learning with student teachers and alternatively certified teacher interns. This project provides graduate students with active participation in delivering workshops to adult learners. The beginning teachers are the participants. Beginning teachers benefit from gaining hands-on experience and research-based instructional strategies to use in their classrooms. Researchers found this acti

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Hoang Le, Giang Nguyen. "Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme." Transitions: Journal of Transient Migration 3, no. 2 (2019): 145–55. http://dx.doi.org/10.1386/tjtm_00004_1.

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Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of

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Shotsberger, Paul G. "Mobile Wireless Technologies for Field-Based Teacher Interns and Their Partnership Teachers." Computers in the Schools 19, no. 3-4 (2002): 49–65. http://dx.doi.org/10.1300/j025v19v03_05.

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Thomas, Donald. "About Teaching and Teachers: The Torpedo's Touch." Harvard Educational Review 55, no. 2 (1985): 220–23. http://dx.doi.org/10.17763/haer.55.2.mu2m42q7058k6675.

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In this thoughtful essay Donald Thomas communicates his teaching philosophy through one of his first experiences as a teacher. The setting of his story is the Harvard-Newton summer training program back in 1961 when he was one of four interns assigned to a master teacher and to a single class. The master teacher set the curriculum and the interns were required to teach parts of it. Thomas, now as then, believes in immersing students deeply in education,awakening them to confront the perplexities of life.

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Alam, Abu Saleh Mohammed Monirul, Md Humayun Kabir Talukder, Farhana Haque, Shah Mohammed Hafizur Rahman, Md Shoheilul Amin, and Jamil Ahsan Ansary. "Views of teachers' and Interns' regarding teaching- learning of communication skills in undergraduate medical education in Bangladesh." Bangladesh Journal of Medical Education 2, no. 1 (2014): 14–17. http://dx.doi.org/10.3329/bjme.v2i1.18132.

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This cross-sectional descriptive study was carried out among the teachers and interns doctors of four medical colleges of Dhaka city in last one year (2010-2011).Data was collected by conveniance sampling. In-depth interview of the teachers were taken to explore their views regarding current situation, what should be, and recommendations for future curriculum about teaching communication skills. Information was collected from interns by semi-structured questionnarie. Alocation of score for response of each item was based on 5 point Likert scale.Total respondents were 249 out of which intern do

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Paese, Paul C. "Assessment of a Teacher Education Program Based on Student Intern Performance." Journal of Teaching in Physical Education 5, no. 1 (1985): 52–58. http://dx.doi.org/10.1123/jtpe.5.1.52.

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The initial purpose of this study was to assess the differences between five physical education majors and five elementary education majors at the entry level of a teacher education program. Elementary education majors pursue a certification in elementary education (classroom), but must also work on a certification in one other elementary specialization (i.e., physical education, health, reading). An experimental teaching unit (ETU) with pre- and posttests was used to determine student achievement and differences between the two entry level groups in various criterion process variables. Both e

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Conway, Colleen M. "Ten Years Later." Journal of Research in Music Education 60, no. 3 (2012): 324–38. http://dx.doi.org/10.1177/0022429412453601.

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The purpose of this inquiry was to examine the current reflections of experienced teachers on their past perceptions of preservice music teacher preparation as documented in the author’s previous research. Research questions included the following: (a) How would participants describe their reactions to a present-day examination of 1999 or 2000 data (journals, individual and focus group interviews, and two questionnaires) and 2002 study findings? (b) How had their perceptions regarding preservice music teacher preparation changed since 1999-2000? and (c) On the basis of their recent work with p

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Palmer, C. Michael. "Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies During Student Teaching." Journal of Music Teacher Education 28, no. 1 (2018): 24–39. http://dx.doi.org/10.1177/1057083717750078.

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The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included t

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Liu, Shih-Hsiung. "The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers." Asian Social Science 12, no. 4 (2016): 171. http://dx.doi.org/10.5539/ass.v12n4p171.

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<p>This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers’ social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015. The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-ser

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Ramirez, Iris April L. "Pre-Service Teachers’ Perceived Level of Teaching Skills." Journal of Education in Black Sea Region 6, no. 1 (2020): 97–109. http://dx.doi.org/10.31578/jebs.v6i1.222.

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To enable pre-service teachers acquire certain teaching skills, well-planned educational programs and well-trained teachers are needed to implement them. Indeed, teacher education institutions hold a major responsibility in training qualified pre-service teachers, as it is essential for the welfare of a country and securing the quality of all educational levels from primary to tertiary education. To determine the level of teaching skills, a qualitative descriptive method was used with 96 pre-service teachers. The study adopted and modified a scale according to the needs of the study and valida

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Rahim, Riffat, Iffat Ara, Md Humayun Kabir Talukder, and Kazi Khairul Alam. "Performance Appraisal System for Intern doctors in Selected Medical college hospitals of Bangladesh Current situation." Bangladesh Journal of Medical Education 9, no. 1 (2018): 14–17. http://dx.doi.org/10.3329/bjme.v9i1.36233.

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Background: Formal assessment could ensure all junior doctors receive feedback about their performance in the workplace early in their career, essential for professional development. Aim: . This study was aimed to analyze the situation of performance appraisal system of intern doctors in different medical college hospitals of Bangladesh.Method: This descriptive, cross-sectional study was carried out at 9 medical college hospitals(4 govt. and 5 non govt.) for a period of one year(July2016-June 2017) among 52 teachers and 445 intern doctors. Convenience sampling technique was administered. Data

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Parker, Marian J., A. J. Guarino, and Roy Wade Smith. "Self-Efficacy in a Sample of Education Majors and Teachers." Psychological Reports 91, no. 3 (2002): 935–39. http://dx.doi.org/10.2466/pr0.2002.91.3.935.

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The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction i

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Holdaway, Edward A., Neil A. Johnson, Eugene W. Ratsoy, and David Friesen. "The Value of an Internship Program for Beginning Teachers." Educational Evaluation and Policy Analysis 16, no. 2 (1994): 205–21. http://dx.doi.org/10.3102/01623737016002205.

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Teacher education policy around the world is being challenged and changed, and the nature of teaching, learning, and learning to teach is being reassessed. A central element of the reforms is a focus on school-based preparation, including the use of internships. This article reports evaluation findings from a comprehensive internship program in Alberta, Canada, as a basis for assessing the value of internships for beginning teachers. Findings from nearly 6,000 respondents focus on the value of internships, supervision of interns, and policy development. The utility of various internship activi

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Revyatsky, I. Yu, Ya O. Grynkiv, and O. M. Zalis’ka. "Optimization of the use of digital technologies in the educational process of pharmacists interns." Farmatsevtychnyi zhurnal, no. 2 (August 14, 2018): 30–37. http://dx.doi.org/10.32352/0367-3057.2.17.04.

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In the modern educational process, the problem of applying innovative teaching methods remains one of the most actual in pedagogical and research activities, and the issues of the use of digital information technologies (DIT) and distance education require constant monitoring and careful study. The aim of the work was to optimize the implementation of the educational process (EP) of pharmacists-interns by mastering modern DIT standards, software capabilities and approaches to their use. Following processes were analyzed: the organization of education of pharmacists-interns at the d

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Shoffner, Melanie, and Carrie Wachter Morris. "Preparing preservice English teachers and school counselor interns for future collaboration." Teaching Education 21, no. 2 (2010): 185–97. http://dx.doi.org/10.1080/10476210903183894.

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Schram, Tom, Donna Mills, and Wendy Leach. "Using Portfolios to Mediate Learning and Inquiry Among Interns and Teachers." Teaching Education 7, no. 2 (1995): 71–80. http://dx.doi.org/10.1080/1047621950070210.

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Aronson, Brittany A. "“That’s Much Easier Said than Done”: The Realities of Social Justice Pedagogy in Schools." Journal of Education and Culture Studies 2, no. 3 (2018): 126. http://dx.doi.org/10.22158/jecs.v2n3p126.

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<p><em>Teaching for critical social justice is an attempt by classroom teachers to promote equity within their classrooms. Researchers have analyzed the impact of preservice teachers’ readiness to address social justice issues in their classrooms upon exiting their teacher education programs. However, despite reports of already practicing K-12 teachers’ attempts to teach for social justice in their classrooms, there is little connection to teacher education programs. This postcritical qualitative study addresses the research gap by highlighting the understandings and experiences of

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Rogers, Bethany. "“Better” People, Better Teaching: The Vision of the National Teacher Corps, 1965–1968." History of Education Quarterly 49, no. 3 (2009): 347–72. http://dx.doi.org/10.1111/j.1748-5959.2009.00212.x.

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“What is our image going to be—conventional educators or innovators, milque-toasts or activists?” In posing this question, federal staff members responsible for developing the National Teacher Corps (NTC), a Great Society teacher reform initiative, articulated both their assumptions about and aspirations for teaching in the 1960s. According to the reformers’ thinking, existing teachers lacked the qualities of innovation, dedication, and social and political engagement required to teach students in America's low-income communities. In response, they called for a new breed of teacher, with attri

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Vedovatto, Dijnane, and Rodrigo Caetano Ribeiro. "A visão dos estagiários sobre a docência a partir do estágio curricular supervisionado em Educação Física [The intern’s view about teaching at a school since the practicum in physical education]." Journal of Sport Pedagogy & Research 7, no. 2 (2020): 4–13. http://dx.doi.org/10.47863/xcnk6161.

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The study sought to raise the perception of trainees about teaching in the basic education school, based on the experiences developed in the pre-service. The data collection instruments involved questionnaires with 18 interns who participated in the practicum course 1 of the Physical Education degree course at a public university, documentary analysis of the internship reports and the course's pedagogical plan and semi-structured interviews with part of the interns. The experiences developed at internship discipline enabled the trainees: a) To recognize the welcoming of the school's teachers,

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Piccolo, Diana L., Mary Margaret Capraro, and Robert M. Capraro. "MENTORING URBAN INTERNS: AMALGAMATION OF EXPERIENCES IN THE FORMATION OF MATHEMATICS TEACHERS." Teacher Educator 45, no. 1 (2009): 37–53. http://dx.doi.org/10.1080/08878730903386823.

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Salm, Twyla, and Val Mulholland. "Building a sustainable structure to support the Adaptive Mentorship model in teacher education." International Journal of Mentoring and Coaching in Education 4, no. 1 (2015): 53–68. http://dx.doi.org/10.1108/ijmce-07-2014-0028.

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Purpose – The purpose of this paper is to develop a deeper understanding of how to implement a professional development training strategy for the Adaptive Mentorship (AM) model (Ralph and Walker, 2010a) and explore how cooperating teachers used the model, not only to assist pre-service teachers in their development, but also to reflect on their role as a mentor. Design/methodology/approach – This research design uses a collective case study approach. The researchers are positioned in the study as active agents, not only in the traditional way as administrating a questionnaire but as participan

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Terry, Alice W., and Catherine Head. "The Early Findings of an Urban Education Teacher Preparation Program." Educational Renaissance 2, no. 1 (2013): 29–44. http://dx.doi.org/10.33499/edren.v2i1.65.

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A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level pre-service teacher coursework and fieldwork took place at seven urban, high-needs public schools. The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort. What emerged from the study was evidence that the program, for it

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Berg, Margaret H., and David A. Rickels. "Mentoring for Mentors: The Music Mentor Plus Program." Journal of Music Teacher Education 27, no. 2 (2017): 39–51. http://dx.doi.org/10.1177/1057083717720634.

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The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present

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Polyzoi, Eleoussa, and Karen Magro. "Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece." in education 21, no. 1 (2015): 115–36. http://dx.doi.org/10.37119/ojs2015.v21i1.164.

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This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or inco

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Ara, Iffat, Md Humayun Kabir Talukder, and Tahmina Nargis. "Competencies Learned by the Students through Ambulatory Care Teaching In Undergraduate Medical Education in Gynaecology & Obstetrics in Different Medical Colleges of Bangladesh: Interns' and Teachers' view." Bangladesh Journal of Medical Education 9, no. 1 (2018): 18–20. http://dx.doi.org/10.3329/bjme.v9i1.36234.

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This descriptive cross sectional study was carried out to assess the competencies learned by the students through ambulatory care teaching according to teachers' and interns' view in the undergraduate medical education in Gynaecology and Obstetrics in the medical colleges of Bangladesh. Study was conducted on nine medical colleges including five Public medical colleges and four Private medical colleges. Total 58 teachers & 567 interns participated in the study, and Separate self-administered semi structured questionnaire were used to collect their valuable opinions. Most of the teachers me

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Bean, Rita M., Judith V. Grumet, and Judith Bulazo. "Learning from each other: Collaboration between classroom teachers and reading specialist interns." Reading Research and Instruction 38, no. 4 (1999): 273–87. http://dx.doi.org/10.1080/19388079909558296.

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Eid, Mona Ahmed. "Interventions in the Egyptian Internship Program for Teachers of English as a Foreign Language." International Journal for Innovation Education and Research 4, no. 7 (2016): 81–99. http://dx.doi.org/10.31686/ijier.vol4.iss7.566.

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This research paper diagnostically measures the teaching proficiency level of ten interns, teaching English as a foreign language in Zahran Secondary School, Alexandria, Egypt, to specify their proficient competencies as well as their weaknesses. It also develops a 6 sessions workshop to upgrade the teaching skills of the ten interns focusing primarily on their six most challenging teaching skills. The 6 sessions workshop, concurrently, compensates for the most recent and upgraded pedagogical and methodological trends, that are not considered in their courses at the faculty of education. The r

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Hsu, Liwei. "Mind the Gap: Exploring Hospitality Teachers’ and Student Interns’ Perception of Using Virtual Communities for Maintaining Connectedness in Internship." Journal of Education and Training 4, no. 1 (2017): 88. http://dx.doi.org/10.5296/jet.v4i1.10933.

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Considerable attention has been given to the relationship between internship and hospitality education and positive results have been extracted. More and more hospitality programs worldwide emphasize the necessity of internship; nevertheless, intern students always considered the lack of support from academic staff as a major challenges for teachers to overcome and virtual community can be exploited as a venue to provide such assistance. The present study surveyed 230 teachers and 660 intern students of hospitality programs in Taiwan and discovered significant differences existed between hospi

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Allan, Sharon L. "Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers." in education 23, no. 1 (2017): 2–25. http://dx.doi.org/10.37119/ojs2017.v23i1.316.

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Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Usi

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Bezliudna, Nataliіa, and Natalka Dudnyk Natalka. "PREPARATION OF THE FUTURE PRIMARY SCHOOL TEACHER FOR PEDAGOGICAL PRACTICE IN THE CONDITIONS OF DISTANCE LEARNING." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 25–31. http://dx.doi.org/10.31499/2706-6258.1(5).2021.234763.

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The article considers the peculiarities of pedagogical practice by future primary school teachers in terms of distance learning. We characterize pedagogical practice as an original form of education in the process of professional and pedagogical training in higher education, which is aimed at learning the laws and principles of professional activity, mastering the methods of its organization, and thus training future teachers as a professionally competent specialist. We outline the professional and pedagogical training of future primary school teachers for pedagogical practice as a purposeful

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Dos Santos, Luis Miguel. "Pre-service teachers’ pedagogical development through the peer observation professional development programme." South African Journal of Education, no. 40(3) (August 31, 2020): 1–12. http://dx.doi.org/10.15700/saje.v40n3a1794.

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Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers’ teaching pedagogy and strategies for implementing their skills. The purpose of the research study reported on here was to explore how pre-service teachers acquire and improve their teaching pedagogy through the peer observation training model at the secondary school at which they intern, with a fo

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Rasul, MG, Debashish Saha, and Md Humayun Kabir Talukder. "Views of Intern Doctors and Clinical Medical Teachers on the achievement of selected objectives of MBBS curriculum-2002 in Bangladesh." Bangladesh Journal of Medical Education 10, no. 1 (2019): 30–33. http://dx.doi.org/10.3329/bjme.v10i1.44592.

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Background: A competence based and community oriented with reflection of integrated and community based curriculum was introduced in 2002. Objectives: To assess the achievement of objectives of MBBS curriculum-2002 by the Intern Doctors and Clinical Medical Teachers view in Bangladesh. Materials and Methods: This descriptive cross sectional study surveyed on the performance of Intern Doctors about 60- attributes of clinical and generic skills. Results: The overall result revealed that the Interns' could achieve these skills just below the level of an expected standard. The low perf

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Dunkerly, Judith Marie. "Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education." Language and Literacy 15, no. 2 (2013): 40. http://dx.doi.org/10.20360/g2t019.

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The purpose of this critical ethnography (Madison, 2005; Noblit, Flores & Murrillo, 2004) was to investigate the experiences of teachers and students when literacy instruction was framed within human rights education. Informed by theories of cosmopolitan education (Beck, 2002; Beck & Szneider, 2010; Goldstein, 2007; Harper & Bean, 2009; Hull, 2010), critical socio-cultural theory (Moje & Lewis, 2007) and incorporating Freirean concepts of critical literacy and praxis, this study details the experiences of two servant leader interns (teachers) and sixteen scholars (students) par

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Grenier, Michelle A., Andrew Horrell, and Bryan Genovese. "Doing Things My Way: Teaching Physical Education With a Disability." Adapted Physical Activity Quarterly 31, no. 4 (2014): 325–42. http://dx.doi.org/10.1123/apaq.2013-0089.

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Having a disability and being a teacher can be a critical site for examining practices associated with ability, competence, and pedagogy. While there is a growing literature base that examines the experiences of students with disabilities in physical education, there is virtually no research that examines the experiences of physical education teachers with disabilities. Using the capability approach, this article explores the experiences of a physical education teaching intern with a physical disability, significant school members, and the students he interacted with through interviews and doc

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Kransdorf, Martha, Brenda Doster, and Antonio Alvarez. "Interaction between Preservice Teachers and School Social Work Interns in an Urban School Setting." Urban Education 37, no. 4 (2002): 497–532. http://dx.doi.org/10.1177/0042085902374003.

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Jamison, Kimberly, and Jennifer Clayton. "Exploring the experiences of administrative interns." Journal of Educational Administration 54, no. 5 (2016): 514–36. http://dx.doi.org/10.1108/jea-02-2015-0020.

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Purpose – The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences. Design/methodology/approach – For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences. Findings – The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well a

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Yazigi, Alexandre, Marwan Nasr, Ghassan Sleilaty, and Elie Nemr. "Clinical teachers as role models: perceptions of interns and residents in a Lebanese medical school." Medical Education 40, no. 7 (2006): 654–61. http://dx.doi.org/10.1111/j.1365-2929.2006.02502.x.

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Hossin, Md Immam, Mohammad Faruque, Md Humayun Kabir Talukder, Md Rasel Ahmad, Md Abdullah Al Harun, and Dipak Kumar Paul Chowdhury. "Clinical teachers and intern doctors' perception about the effectiveness of ongoing internship programme in undergraduate dental education in Bangladesh." Bangladesh Journal of Medical Education 7, no. 2 (2017): 23–27. http://dx.doi.org/10.3329/bjme.v7i2.32234.

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Background: For the first 20 years or so after formal education in dentistry commenced at Glasgow in 1879, the manner of learning technical and clinical procedures was little different from what it had been since immemorial. In other words dental students learned by watching others until it was felt that they could be trusted to perform the procedure themselves.Rationale: The intern year is the first level of hands-on training in dentistry and is an essential step in every dental surgeon's career. Opportunity to apply, consolidate and expand one's clinical knowledge, skills and also progressiv

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Osisioma, Irene U., and Hedy Moscovici. "Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching." Journal of Science Teacher Education 19, no. 3 (2008): 285–311. http://dx.doi.org/10.1007/s10972-008-9093-8.

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Zaichenko, Natalia A., and Elena A. Savelyeva. "Gender Discourse in the Perceptions of Educational Relations Participants in the St. Petersburg Schools." Inter 12, no. 3 (2020): 50–74. http://dx.doi.org/10.19181/inter.2020.12.3.3.

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This research paper presents results of the two years study aimed at eliciting gender segregation among the teaching school personnel in the schools of St. Petersburg. The topic is being elaborated through the lens of the education relationships stakeholders (teachers, parents, learners, school management) own views on the problem. Paper shows that the views of the respondents depend on their age, gender and position in school. The most gender-dependent respondents are pedagogues older than 40 and administration staff. Male teachers are more prone to emphasize gender differences than their fem

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Gabassa, Vanessa, Carime Rossi Elias, and Vanessa Cristina Girotto. "The Non-Conventional Internship and its Contributions to Teachers’ Education and Training." Educativa 20, no. 2 (2017): 408. http://dx.doi.org/10.18224/educ.v20i2.6242.

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Abstract: the article presents the results of the analysis of two supervised internship experiences carried out in non-conventional educational sites. It is a documentary research whose corpus consisted of reports written by interns of the Graduate School of Education. Three categories came out of the material analysis: a) usefulness / functionality of the internship in non-educational contexts; b) differentiating elements (compared to schools) found at the internship sites c) feelings associated with the experience gained in the internship. The results show that the internship in teachers’ ed

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Hossin, Md Immam, Mohammad Faruque, Md Humayun Kabir Talukder, Md Rasel Ahmad, Md Abdullah Al Harun, and Dipak Kumar Paul Chowdhury. "Competency based internship training programme in undergraduate dental education in Bangladesh: Clinical teachers and intern doctors' perception." Bangladesh Journal of Medical Education 8, no. 1 (2017): 9–13. http://dx.doi.org/10.3329/bjme.v8i1.32240.

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Background: For the first 20 years or so after formal education in dentistry commenced at Glasgow in 1879, the manner of learning technical and clinical procedures was little different from what it had been since immemorial. In other words dental students learned by watching others until it was felt that they could be trusted to perform the procedure themselves.Rationale: The intern year is the first level of hands-on training in dentistry and is an essential step in every dental surgeon's career. Opportunity to apply, consolidate and expand one's clinical knowledge, skills and also progressiv

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GRYNKIV, Ya O., O. М. ZALISKA, and O. E. SICHKORIZ. "Experience and perspectives of distance learning of pharmacists-interns in the system of continuous education." Farmatsevtychnyi zhurnal, no. 5-6 (February 12, 2019): 37–47. http://dx.doi.org/10.32352/0367-3057.5-6.18.03.

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Modernization of the educational process at the postgraduate stage using modern computer technologies is extremely urgent. The purpose of the study was to analyze the experience of distance learning of pharmacists-interns at the department of Organization and Economics of Pharmacy, drug technology and pharmacoeconomics and to substantiate promising directions for conducting distance education of pharmacists. Methods – questioning, interviewing of pharmacists-interns, questionnaire development. A special questionnaire has been developed and the method of individual questioning has e

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Waldschmidt, Eileen Dugan. "Bilingual Interns' Barriers to Becoming Teachers: At What Cost Do We Diversify the Teaching Force?" Bilingual Research Journal 26, no. 3 (2002): 537–61. http://dx.doi.org/10.1080/15235882.2002.10162577.

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