What makes a successful student teacher in a teacher education program?
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003
The purpose of this project was to explore and investigate specific factors, qualities, and characteristics student teachers and teacher associates believe create teaching success in the classroom during a teacher education program. Connections between teacher education and the art of teaching were analyzed, particularly with respect to student teachers' beliefs of preparedness to teach. Student participants in this project submitted to two face-to-face audiotape interviews. Interviews were conducted directly following the conclusions of Professional Semesters I and II. Teacher participants completed written anecdotal reports. The results were transcribed and analyzed. The method of analysis was qualitative. The data were analyzed thematically. Student teachers do see the value in most of the campus courses they take during Professional Semesters I and II. Both groups of student teachers rated caring as the most important characteristic required for success in the teaching profession, and both rated planning as most important to success in classroom teaching. Results show that teacher associates do have some impact on the overall attitudes and skills given to a preservice teacher. The study also shows a need for the Faculty of Education to work more closely with inexperienced teacher associates. The best mechanism for this is seen to be the strong, supportive, nurturing environments formed among university consultants, student teachers, and teacher associates during the practicum.
v, 68 leaves ; 29 cm. --
Student teachers -- Alberta , Student teaching -- Alberta , Teachers -- Training of -- Alberta