Becoming a teacher: student teachers’ experiences and perceptions about teaching practice

Caires, Susana; Almeida, Leandro S.; Vieira, Diana Aguiar

doi:10.1080/02619768.2011.643395

Cited by 184 publications

(153 citation statements)

References 53 publications

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“…In the literature, supervisors are usually investigated in terms of their positive effects to the process (e.g. Caires, Almeida & Vieira, 2012). There is the need for studies to investigate supervisor and mentor effects from a broader perspective.…”

Section: Discussionmentioning

confidence: 99%

“…The Teaching Practice is thus a chance for hands on experience whereby the pre-service teachers can try out their skills, engage in reflective practice, and receive feedback on their practices. The teaching practice course can be considered as critical since the process itself can be problematic in many ways (Hobson, Ashby, Malderez & Tomlinson, 2009;Merç & Subaşı, 2015;Macias & Sanches, 2015) and it can have an effect on the pre-service teachers' self-perceptions (Caires, Almeida & Vieira, 2012;Cabaroğlu, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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“…Despite the growth in knowledge about the process of becoming a teacher (Caires et al 2012), several key questions remain unanswered or have been superficially approached.…”

Section: Teaching Practice and The Process Of Becoming A Teachermentioning

confidence: 99%

“…Currently, teaching practice is considered as not only including scientific, procedural and pedagogical components, but also components which focus on the cognition and emotions of the student teachers. It is imperative to listen to the dilemmas, doubts, fears and successes of the student teachers regarding their teaching practice (Caires, Almeida and Vieira 2012), particularly of those whose teaching practice is located in the marginalised contexts of rural and farms schools. It is also important to 194 understand pre-service student teachers' motivations, beliefs and expectations about the profession, after practicing in rural and farm schools.…”

Section: Teaching Practice and The Process Of Becoming A Teachermentioning

confidence: 99%

“…'Which' gains do they most frequently perceive as resulting from their first encounter with teaching? (Caires et al 2012). The phenomenological approach to understanding student teachers' reasons for becoming teachers and the experiences of becoming a teacher in different contexts is important, so as to be aware of issues and things that have been taken for granted and could enhance current practice that overlooks rural and farm contexts.…”

Section: Teaching Practice and The Process Of Becoming A Teachermentioning

confidence: 99%

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Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

Nkambule

2017

SAJHE

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In South Africa all universities send education student teachers to schools for teaching practice as part of their preparation for teaching. Of concern is the lack of research investigating pre-service teachers' experiences of teaching practice, especially in rural and farm schools. Although several rural teaching practice projects have been established by various teacher education training institutions in South Africa, of concern and problematic for the article is knowledge gap that understand student teachers' perceptions and experiences after undertaking teaching practicum in rural schools. The article present student teachers' perceptions of Wits rural teaching practicum, and use a qualitative approach, semi-structured reflective discussions, and reflective journals to collect data. The findings show that education student teachers want to be part of the rural community and schools, rather than being 'tourists' and 'scientists'. Collaboration between preservice and in-service teachers is identified as crucial to share teaching skills and mentor new teachers.

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Surviving and flourishing in a neoliberal world: primary trainees talking

Passy

2012

British Educational Res J

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This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational and substantial self, and I suggest that this particular environment encouraged the teachers' substantial self to be dominant. I then examine how the context for teaching has changed with the introduction of neoliberal reforms from the 1980s and, drawing on data from a qualitative project that has been investigating the characteristics and values of a small number of successful teacher trainees, argue that these participants' situational self is dominant in the teaching placements, where they have to show competence in 33 professional standards in a number of different schools to pass the course. However, as Nias's teachers, these teacher trainees want to be employed in a school in which they ‘fit in’ with the prevailing values, reinforcing the importance of school context in supporting and developing teachers' long term commitment to the profession.

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Becoming a teacher: student teachers’ experiences and perceptions about teaching practice

Cited by 184 publications

References 53 publications

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

Surviving and flourishing in a neoliberal world: primary trainees talking

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