The Influence of Classroom Practica Experiences on Student Teachers' Thoughts about Teaching

McDermott, Paul A.; Gormley, Kathleen A.; Rothenberg, Julia; Hammer, John M.

doi:10.1177/0022487195046003004

Cited by 42 publications

(19 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Providing a blend of support and challenge. For students to develop intellectually they must become engaged in intellectually and emotionally challenging experiences, while receiving suf® cient emotional support (Kegan, 1994;Allexsaht-Snider et al, 1995;McDermott et al, 1995;Borko & May® eld, 1995). Yet many teacher education courses lack suf® cient challenge for students to grapple with problematic pedagogical issues (Allexsaht-Snider et al, 1995;Borko & May® eld, 1995).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Hill¹

2000

Teachers and Teaching

View full text Add to dashboard Cite

This paper describes a case study investigating the impact of a primary mathematics method programme on pre-service primary teachers' capacity, and willingness to learn and teach mathematics for relational understanding. The programme, a collaborative endeavour between primary schools and university tutors, enables student teachers to practice in an on-going, integrated and consistent manner what they are learning in theory, and to re¯ect on their experiences. The ® ndings from test, questionnaire and interview data indicate that the weekly cycle of theory, practice and re¯ection in which student teachers engage enhances their capacity, and provides an incentive for them to learn and teach mathematics for relational understanding.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Hill¹

2000

Teachers and Teaching

View full text Add to dashboard Cite

show abstract

“…Research by McDermott, Gormley, Rothenberg, and Hammer (1995) indicated that thoughts about teaching among novice teachers prepared in a 1-year graduate program did not progress to higher levels of concerns (concerns with tasks of teaching and student learning) by the end of their program, but instead remained at a lower developmental level (classroom survival). In contrast, those prepared in a traditional 4-year program did make the shift to higher developmental levels.…”

Section: Discussionmentioning

confidence: 99%

Problems of beginning teachers: Comparing graduates of bachelor's and master's level teacher preparation programs

Kent

2000

The Teacher Educator

View full text Add to dashboard Cite

This study compares classroom problems of novice teachers who had completed either a traditional 4-year baccalaureate or 1-year graduate level preparation program. Problems encountered were remarkably similar. For both groups, the three most frequent problems are shared and identically ranked: (a) having adequate time for planning and preparation; (b) having every student work up to his or her ability; and (c) providing for individual learning differences. Of the 20 most frequently experienced problems for each group, 15 are common to both. Furthermore, problems these teachers encountered are highly comparable to those encountered by novice teachers of two decades ago. When viewed from a teacher development perspective, these results may indicate that beginning teachers have a similar set of problems to work through regardless of their preparation program. The results also indicate that graduates of a 1-year master's level program are no more likely to encounter problems in their first years of teaching than are graduates of a traditional 4-year baccalaureate program.

show abstract

“…Inquiriesinto teachercandidates' world views may provide insightsinto the effects of teacher education programs and suggest program improvements tobetterprepareteachercandidates (McDermott, Gormley, Rothenberg,& Hammer, 1995).…”

Section: Discussionmentioning

confidence: 99%

Two cultures of teacher preparation: Effects on teacher candidates' world view

Hammrich

1998

J Elem Sci Edu

View full text Add to dashboard Cite

The present study investigates the observations that teacher candidates majoring in elementary education exhibit a world view very different from teacher candidates majoring in a science discipline while obtaining teacher certification in elementary education. Teacher candidates from two different elementary teacher preparation programs were asked to describe their experiences in two different discipline courses, one in which they do very well and one in which they generally do less well. Analysis of the papers revealed the presence of two distinct world views among the teacher candidates with regard to education and the learning of different discipline courses. Many ofthe attitudes inherent in these world views appear to have their roots in early experiences in and out of school. Implications for elementary science teaching and teacher education are discussed.18

show abstract

The Influence of Classroom Practica Experiences on Student Teachers' Thoughts about Teaching

Cited by 42 publications

References 6 publications

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Problems of beginning teachers: Comparing graduates of bachelor's and master's level teacher preparation programs

Two cultures of teacher preparation: Effects on teacher candidates' world view

Contact Info

Product

Resources

About