When student teachers are given opportunities to inquire into the power and positioning of texts and society, they are able to make links between power and language while valuing diversity (Rogers, 2014; Rogers & Mosley-Wetzel, 2013).
What learning opportunities do LTEs provide their student teachers to encourage the development of dispositions and skills needed to teach in today's classrooms?
A recent change in policy for accreditation of teacher education programs in Iowa was implemented January 11, 2015 (Iowa Administrative Code (IAC) 281 Chapter 79) impacting student teacher observation requirements.
Slick (1997) suggested that student teacher supervision has tended to be an "add-on to what is commonly a full [faculty] teaching load" (p.
anxieties related to class management, pedagogy, evaluation, and staff relations, British Journal of Educational Psychology, 67, 69.
41) where the associate teacher ensures the student teacher
will not be preoccupied with managing behaviour and administrative tasks.
In addition, research on student teacher
learning often focuses on one specific aspect, such as the influence of mentoring on learning or the effects of written reflections on experiences, which does not do justice to the multidimensional, idiosyncratic, and context-specific nature of student teacher
learning (Mutton, Bum, & Hagger, 2010; Olsen, 2008).
The semester in the classroom as a student teacher
, the cornerstone of most educational programs at the university level, is critical to the profession of education.
The student teacher
does more than to teach a subject like English and French.
Mentoring a student teacher
is challenging and rewarding.
Two assumptions undergirded our work: (a) mentoring of pre-service teachers does not automatically occur with the assignment of a student teacher
with a cooperating teacher and the university supervisor and (b) supervision and evaluation of student teachers
by cooperating teachers in schools does not equate with mentoring.
Teachers even reported that long after the practicum had finished they were still using some of the ideas, worksheets, games and activities they had learned from the student teacher
This indicates that a science student teacher
with previous experience is more likely to (1) use technology in his/her science classes; (2) ask his/her students to use educational technology; and (3) have a high opinion of the importance of educational technology for learning science.
shyness', 'shivering' and 'repetition of words' during the process of teaching, led student teachers
to shift their attention towards acquisition of professional skills during practicum.
This city will host a three-day convention on inclusive education for student teachers
in the province starting December 3.