Current realities in the student teaching experience: A preliminary inquiry

McNally, Jim; Cope, Bill; Inglis, Bill; Stronach, Ian

doi:10.1016/0742-051x(94)90014-0

Cited by 55 publications

(27 citation statements)

References 18 publications

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“…The articles share a common understanding of teachers' work as holistic and emotional by nature. The diversity within this main theme is visible in the different theoretical perspectives, such as: caring (O'Connor, 2008); professional growth (Day & Leitch, 2001); professional development (Golombek & Doran, 2014); emotional identity (Shapiro, 2010); a sense of belonging to the teaching community (McNally et al, 1994); power relationships (Schmidt, 2000;Zembylas, 2005); teacher resilience (Gu & Day, 2007); classroom motivation (Mansfield & Volet, 2010); teachers' professional goals (Thomson & Palermo, 2014); and emotional burnout, its relation to teacher identity and teachers dropping out of teaching (Hong, 2010). Some articles focus on the meaning of emotions for professional learning and reflection (Evelein, Korthagen, & Brekelmans, 2008;Shoffner, 2009), learning strategies (Wittmann, 2011) and one-on-one tutoring (Hedrick, McGee, & Mittag, 2000) during teacher education or initial teaching experiences.…”

Section: Emotions In Teacher Identity and Professional Learningmentioning

confidence: 99%

“…There were only a few articles on the topic at the end of the 20th century. These very first articles discuss the impact of particular background variables on teacher burnout (including emotional exhaustion) (Byrne, 1991), teaching and guilt (Hargreaves & Tucker, 1991) and student teachers' experiences of teaching practice and students' emotional needs (McNally, Cope, Inglis, & Stronach, 1994).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Uitto

Jokikokko

Estola

2015

Teaching and Teacher Education

164

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Section: Emotions In Teacher Identity and Professional Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Uitto

Jokikokko

Estola

2015

Teaching and Teacher Education

164

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“…The findings of this and other s tudi es (e.g., Hayes, 2003;Hobson et al, 2008;McNally et al, 1994McNally et al, , 1997, lead us to the sugges tion that professional preparation needs to take more account of trainees' emotional states and welfare, and that teacher preparation providers should seek to ensure that they provide effective support which helps trainees navigate the inevitably emotionally charged process of becoming a teacher, starti ng with that of becomi ng a student teacher.…”

Section: Challenges: Teaching Practice Students and Schoolsmentioning

confidence: 77%

Untitled

2017

IJEPRR

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This paper, using case -study research approach and informed by phenomenological and social constructivist theoretical perspectives, shares experiences of five purposively student-teachers who were video-taped practicing teaching in the Eastern Province of Kenya. Findings indicate that student-teachers appreciate the qua lity and relevance of their teacher preparation courses and the central importance of their relationships with significant others. The study highlights also student-teachers' preoccupations and concerns with their developing identities as 'teachers' and the ample opportunities provided while practicing teaching for them to try out pedagogical content knowledge, skills, values and attitudes learnt during teacher preparation. Challenges experienced by the student teachers and/or participating schools are also discussed. Implications for teacher educators, supervisors, student teachers and teaching practice schools are made.

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“…A melhor ou pior forma como são encaradas e resolvidas algumas das dificuldades e desafios colocados ao jovem, e ao profissional em formação, depende de variáveis de ordem diversa. A par das características e recursos pessoais do sujeito, o apoio recebido em termos de supervisão e o ambiente de trabalho e da escola parecem desempenhar um papel fundamental na forma como os estagiários ultrapassam as dificuldades inerentes a um dos períodos mais exigentes e desafiantes do seu percurso formativo (Alarcão & Tavares, 2003;Caires, 2001;Galvão, 1996;McNally et al, 1994McNally et al, , 1997Oliveira, 1992).…”

Section: Introductionunclassified

Vivências e percepções dos estágios pedagógicos: estudo com alunos de licenciaturas em ensino

Caires¹,

Almeida²

2003

Psico-USF

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ResumoCentrado na última etapa da formação inicial de professores -os estágios pedagógicos -o presente trabalho explora alguns dos aspectos mais significativos da estreia na profissão docente. Incidindo na perspectiva dos professoresestagiários, o repertório explorado abarca as principais vivências e percepções associadas ao "Tornar-se-professor", dando a conhecer alguns dos maiores ganhos e dificuldades inerentes a este processo. Tomando as respostas de 229 professores-estagiários da Universidade do Minho no Inventário de Vivências e Percepções de Estágio (Versão para as Licenciaturas em Ensino), aplicado no início e no final do estágio, detectaram-se oscilações positivas na forma como os professores-estagiários vivenciam esta etapa formativa. Entre as cinco dimensões do questionário ("Socialização Profissional e Institucional", "Aspectos Sócio-Emocionais", "Aprendizagem e Desenvolvimento Profissional", "Apoio/Recursos/Supervisão" e "Aspectos Vocacionais"), destaquem-se os maiores níveis de satisfação e ganho percebidos pelos sujeitos nas dimensões "Socialização Profissional e Institucional", "Aprendizagem e Desenvolvimento Profissional" e "Aspectos Vocacionais". Palavras-Chave: Estágio; Desenvolvimento de jovens-adultos; Transição universidade-trabalho; Formação de professores. Experiences and perceptions during practicum: A study with preservice teachers AbstractFocusing on the last stage of the Initial Teacher Education -the practicum experience/preservice program -this paper explores some of the most significant aspects of the initial teaching experience. Concentrating on preservice teacher's perspectives, the paper encloses the main experiences and perceptions related to "becoming a teacher", presenting some of the major gains and difficulties inherent to this process. The answers of a group of 229 student teachers from Minho University to the "Inventory of Experiences and Perceptions at Practicum" (Version for Teacher Education Students), applied at the beginning and at the end of the practicum, showed positive oscillations in the way student teachers live this stage of their professional development. Among the five dimensions explored by the Inventory ("Professional and Institutional Socialization", "Social and Emotional Aspects", "Learning and Professional Development", "Support/Resources/Supervision" and "Vocational Aspects"), results suggest higher levels of satisfaction and major gains on "Institutional and Professional Socialization", "Learning and Professional Development" and "Vocational Aspects" dimensions. Keywords: Practicum (preservice program); Young-adults development; University-work transition; Teachers' education. IntroduçãoSurgindo o estágio pedagógico como o culminar da formação inicial de professores e, para muitos dos alunos das licenciaturas em Ensino, como o primeiro "mergulho" no mundo da docência, este é tido, por alguns autores, como um dos momentos mais importantes do desenvolvimento profissional dos jovens candidatos (Britzman, 1991;Machado, 1996;Simões, 1996;Capel, Leask & Tur...

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Current realities in the student teaching experience: A preliminary inquiry

Cited by 55 publications

References 18 publications

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Untitled

Vivências e percepções dos estágios pedagógicos: estudo com alunos de licenciaturas em ensino

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