Browsing by Subject "Student teaching"
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Item A design for a competency-based student teaching program for secondary school band directors(Texas Tech University, 1972-08) Trayler, Charles R.Not availableItem A state-wide organizational, structural and support pattern for the provision of professional laboratory experiences in teacher education programs in Texas(Texas Tech University, 1964-08) Cunningham, Fred J.The problem of the study was to determine a State-wide organizational, structural, and support pattern for the provision of professional laboratory experiences in teacher education programs in Texas.Item Characteristics of student teachers as correlates of success in student teaching(Texas Tech University, 1964-08) Kimmel, Panze Butler,Not availableItem Learning to teach and teaching to learn : the experiences of non-native speaking student teachers(2012-05) Conroy, Kelly Nicole; Horwitz, Elaine Kolker, 1950-; Brown, Christoper P.; Svinicki, Marilla; Wetzel, Melissa; Urlaub, PerThe purpose of this case study was to examine how three undergraduate, preservice foreign language teachers' motives, sense of teacher identity, use and appropriation of teaching resources developed during the student teaching experience. Central to this study was an examination of participants’ beliefs about language learning and teaching, their motivations as language learners and teachers, and beliefs about target language use. Data were collected using student teachers’ interviews, blogs, lesson plans, and artifacts design from the student teachers. The cooperating teachers and a university supervisor were also interviewed. Triangulation and case study analysis (Merriam, 2009; Stake, 1995; Yin, 2009) revealed patterns in the student teachers’ backgrounds such as their successes as language learners, their high levels of motivation to become language teachers, and their desire to use a good deal of target language in teaching. Results indicated that the student teaching experience was highly impacted by individual differences among the student teachers, the role of the cooperating teacher and context of the host classroom, and the requirements of the student teaching program. The student teachers were highly reflective on their teaching beliefs and professional identity development throughout the student teaching experience and all three participants identified clear goals for their first teaching job. Additionally, the requirements of the university and certification considerations caused the participants to emphasize target language, cultural knowledge, and teaching behaviors during their student teaching experience.Item Picturing the teacher : arts-based research and reflection in student teachers(2015-05) Barbee, Amanda Elizabeth; Bain, Christina; Mayer, Melinda MPreservice art educators come to a pointed change during their student teaching semester. Not only do daily demands and expectations increase, but dedicated studio time typically diminishes. Therefore, this grounded theory study examined how incorporating arts-based research during the student teaching semester could contribute to the reflection and growth of four student teachers. This study collected data through the categories of: blog posts, in-class discussions, a triptych art-making assignment, and semi-structured interviews. The student teachers exhibited varying degrees of reflective understanding and art-making within the following themes: identity, reflection, growth and change, teaching and learning, relationships, and reflexivity. The data were analyzed using Pearse's (1983) and Rolling's (2013) Models of Understanding/Art-Making. Results indicate that reflection, facilitated through supportive group discussions, individualized arts-based research, and blogging contributed to these student teachers' understanding of their development from students, to student teachers, to teachers.Item Power and caring embodied through bilingual preservice teachers' choice of participant structures(2016-05) Wall, Dorothy Jeanne; Palmer, Deborah K.; Rodríguez, Haydeé M; Callahan, Rebecca M; Martínez, Ramón A; Menchaca, MarthaPower and Caring Embodied through Bilingual Preservice Teachers’ Choice of Participant Structures is a qualitative multicase study about the ways in which three Mexican-origin preservice teachers drew from their pedagogical philosophies of authentic cariño to make sense of their choice of participant structures in bilingual student teaching contexts. This dissertation project drew from a larger study investigating seven Latin@ preservice teachers’ choice of participant structures in one-way and two-way dual language pre-kinder and kindergarten classrooms from the same bilingual education cohort at a large public Texas university in a medium-sized city. Guided by a critical framework that weaves together sociocultural literature on multilingual learning environments, LatCrit theory, and pedagogy as authentic cariño viewed through a lens of power as caring relations, the goals of this project were two-fold: 1) to explore the types of participant structures that bilingual preservice teachers were implementing during their student teaching semester and 2) to investigate their sensemaking process around those decisions of which participant structures to implement. Findings revealed that the three maestr@s implemented a variety of participant structures in their one-way dual language student teaching placements, and that they made sense of these choices guided by their pedagogical philosophies of authentic cariño that they had constructed through their life experiences. Additionally, their mentor teachers’ choice of participant structures and degree of alignment with the maestr@s’ philosophies, the supportive space of the post-observation conference, and the maestr@s’ perceived competencies with classroom management intersected with the participant structures that they chose. These findings provide a more nuanced understanding of the complexity of factors that bilingual preservice teachers consider when selecting the ways that their students may actively participate during a lesson, but also that their identities, past experiences, and pedagogical philosophies really do matter. This work has important implications for teacher preparation in bilingual and ESL contexts, teaching, and policy in supporting the use of empowering participant structures for emergent bilingual students.Item Predicting student teacher success with videotaped critical incidents(Texas Tech University, 1970-05) Henderson, David LesleyNot availableItem The biggest concerns facing first semester agriscience teachers from Texas Tech University(2012-05) Edwards, Stephanie N; Ulmer, Jonathan; Burris, Scott; Ritz, Rudolph A.“Graduates who accepted positions as vocational agriculture teachers reported that the practical and technical parts of their schooling were the most useful, while courses in education, pedagogy, and the humanities were the least useful” (Aldrich, 1988, p. 46). According to Lee’s (1985) study, agriculture teachers reported student teaching as the most helpful part of their education. A study of this type has not been conducted in recent years in the field of agricultural education in Texas, and none of the previous studies used the Delphi process to collect data. Information gained from this study can be used to help determine if changes need to be made in the early field experience and/or student teaching experiences in the agricultural teacher education program at Texas Tech University.Item The effects of field-based elementary methods courses on achievement in knowledge competencies(Texas Tech University, 1973-08) Ellis, Margaret Ann WaddellThe purpose of this study was to compare the achievement of students enrolled in field-based methods courses with students enrolled in traditional classroom methods courses. Achievement was measured in terms of knowledge competency when selected teaching competencies were tested. The elementary methods courses involved in the study were in the subject areas of mathematics, social studies, and science.Item The effects of specified pre-student teaching experiences on the attitudes and understandings of prospective home economics education student teachers(Texas Tech University, 1968-08) Landers, Eddye EubanksNot availableItem The effects of specified pre-student teaching experiences on the feelings and understandings of home economics teacher education students(Texas Tech University, 1967-05) Cline, Julia KathrynNot availableItem The Relationship of Selected Background Variables in Student Teacher-Cooperating Teacher Rapport(Texas Tech University, 1972-12) Allman, Sarah AldridgeNot Available.Item The relationship of selected characteristics of teacher education students and selected measures of achievement in teacher education(Texas Tech University, 1968-08) Lloyd, Thomas CNot available