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|Title:||Student teachers' thought processes: The evolution of two student teachers' professional beliefs during their student teaching period|
|Author(s):||Bae, Soyoun T.|
|Doctoral Committee Chair(s):||Spodek, Bernard|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood
Education, Educational Psychology
Education, Teacher Training
|Abstract:||The purposes of this study were (a) to identify the two student teachers' professional beliefs before, during, and after student teaching; and (b) to investigate how their beliefs evolved during their student teaching program.
Two student teachers were interviewed before and after student teaching in relation to five teaching episodes. Data were collected using direct observation and stimulated recall interviews. Interviews were also conducted with the cooperating teachers and university supervisor. In addition, observations were made of the student teacher's classroom actions.
The following conclusions were drawn: (a) the student teachers constructed a wide variety of professional beliefs; (b) courses, early field experiences, student teaching, and personal experiences were the bases for these student teachers' professional beliefs; (c) the student teachers' classroom practice reflected underlying professional beliefs; (d) there was consistency of beliefs evident during the student teaching period; (e) some of the student teachers' beliefs changed as they passed through each phase, resulting from leaning new things about teaching; (f) the student teaching experience seemed to influence changes in the student teachers' beliefs related to classroom practice, including new experiences, influence of cooperating teacher, influence of the university supervisor, and opportunities to observe the student teaching partner. How the student teachers interpreted their experience also seemed to influence their beliefs; (g) the student teachers were more concerned about teaching methods than about evaluation and assessment, materials, and home and parents both before and after student teaching. They were also more concerned with teaching methods and understanding children than about evaluation and assessment, home and parents, and materials during the whole student teaching period; (h) the student teachers did not have many opportunities to reflect on what to teach, how to deal with parents, how to evaluate children's progress, and how to select appropriate teaching materials; (i) many beliefs were commonly held by the student teachers, the cooperating teacher, and the university supervisor; and (j) the student teachers were influenced by the university supervisor and the cooperating teacher. Implications for teacher education and for future research were drawn.
|Rights Information:||Copyright 1990 Bae, Soyoun T.|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9021649|