Traditional and alternative student teaching experience : dyad group perceptions concerning the purpose of self and others
Traditional and alternative student teaching experience : dyad group perceptions concerning the purpose of self and others
This qualitative investigation describes and analyzes the perceptions of four student teaching dyad groups; two working in a traditional site and two in an alternative design. The major research question focused on dyad group perceptions concerning the purpose of the mentor/cooperating teacher (M)CT) and student teacher (ST). Seven (M)CTs and eight STs working in the two sites (N = 30) teaching health and/or physical education provided data.
Major emergent findings derived from interview data indicated both (M)CT groups perceived self purpose to involve encouraging ST professional decision-making and pedagogical ideas. STs linked (M)CT purpose with opportunities for self direction in terms of ST experimentation and problem-solving.
Observer feedback in both sites was primarily focused on the correction and improvement of ST teaching performance. Written feedback which STs related to improved self reflection and professional development was perceived to be more important by STs than by the (M)CTs.
In terms of ST responsibilities, planning was identified by the (M)CT groups as very important; particularly, in the alternative site. Further, the alternative site STs were also more unified than the traditional STs in identifying personal proaction as a responsibility they owed to their (M)CTs.
Both (M)CT groups wanted ST achievement to include becoming more self confident, insightful, knowledgeable teachers. Likewise, ST perceptions also went beyond the idea of a skilful practitioner located solely in the classroom. However, while all dyad groups did identify ST achievement as also involving improved pedagogical skills, ST groups identified evaluation criteria that related more toward a personal orientation rather than a practical/technical.
University of Southampton
Jones, John Rhys
9c2ae839-ec32-459f-93f9-1be012cd5764
2000
Jones, John Rhys
9c2ae839-ec32-459f-93f9-1be012cd5764
Jones, John Rhys
(2000)
Traditional and alternative student teaching experience : dyad group perceptions concerning the purpose of self and others.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This qualitative investigation describes and analyzes the perceptions of four student teaching dyad groups; two working in a traditional site and two in an alternative design. The major research question focused on dyad group perceptions concerning the purpose of the mentor/cooperating teacher (M)CT) and student teacher (ST). Seven (M)CTs and eight STs working in the two sites (N = 30) teaching health and/or physical education provided data.
Major emergent findings derived from interview data indicated both (M)CT groups perceived self purpose to involve encouraging ST professional decision-making and pedagogical ideas. STs linked (M)CT purpose with opportunities for self direction in terms of ST experimentation and problem-solving.
Observer feedback in both sites was primarily focused on the correction and improvement of ST teaching performance. Written feedback which STs related to improved self reflection and professional development was perceived to be more important by STs than by the (M)CTs.
In terms of ST responsibilities, planning was identified by the (M)CT groups as very important; particularly, in the alternative site. Further, the alternative site STs were also more unified than the traditional STs in identifying personal proaction as a responsibility they owed to their (M)CTs.
Both (M)CT groups wanted ST achievement to include becoming more self confident, insightful, knowledgeable teachers. Likewise, ST perceptions also went beyond the idea of a skilful practitioner located solely in the classroom. However, while all dyad groups did identify ST achievement as also involving improved pedagogical skills, ST groups identified evaluation criteria that related more toward a personal orientation rather than a practical/technical.
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Published date: 2000
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Local EPrints ID: 464176
URI: http://eprints.soton.ac.uk/id/eprint/464176
PURE UUID: 84899f4f-d52b-40d0-931b-126b7379c047
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Date deposited: 04 Jul 2022 21:25
Last modified: 16 Mar 2024 19:19
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Author:
John Rhys Jones
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