Studied the concerns of 13 student teachers during a period of school placement for teaching practice. Identified nine main areas of concern, headed by not being regarded as a real teacher and dealing with disruptive behavior, and three main categories of accomplishments. (SLD)

Examines the knowledge, intentions, and instructional practices of two beginning secondary science teachers as they learned the subject matter of the nature of science (NOS) and attempted to teach NOS during their student teaching experience and their first year of full-time teaching. Suggests that the relationship between NOS and science subject…

Examines the "borders" a preservice science education student encountered as she completed her student teaching in a cultural setting that was different from her own. Suggests that, during field experiences, preservice teachers may encounter multiple cultural borders, some consistent and some inconsistent with their instructional philosophy.…

Examines the ontological meaning of experience in teacher education, highlighting a fifth-grade art lesson taught by a student teacher. Based on Dewey's view of experience, the article argues that practical wisdom is a dynamic process, and teacher education's task is to enable prospective teachers to be open to experience and aware of the…

To look at practitioners in the field of early childhood education is to look at a kaleidoscope of education, experience, and practice, from practitioners who are beginning in the field to practitioners who have extensive experience and education and have mastered the art of teaching. This kaleidoscope of practitioners brings into the light a…

The purpose of this study was to investigate the change in teacher efficacy beliefs about mathematics and science teaching during participation in methods courses and student teaching, as well as the relationship between mathematics and science teaching efficacy. Data revealed that as science and mathematics teacher education in a methods course…

The purpose of this study was to describe and analyze transition into elementary classrooms of students in a master of arts in teaching (MAT) program. Data sources included feedback, written observations and internship evaluations of students, informal conversations with mentoring teachers, and formal interviews with two mentors. One mentor worked…

This article presents findings of our nationwide study of undergraduate special education student teaching practices. The authors were especially interested in grading systems, assignments, supervision practices, and unique challenges. Results indicated variability in grading systems, use of traditional assignments such as lesson plans, use of…

National reports (e.g., A Nation at Risk) and legislation (e.g., No Child Left Behind) call for improved teacher preparation. One area of concern relates to inadequate preparation of teachers for the reality of the classroom. We were interested in determining the role of practicum experiences in special education teacher preparation. Surveys were…

Student teachers' learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice student teachers' learning experiences in school placements in Hong Kong. A multi-case study was conducted in a concurrent teacher education…

In this case study I examine the reflective practices of two elementary pre-service teachers during their student teaching internship. I extend current views of reflective practice to create a framework for a "deliberate practitioner." With this framework, I investigate the pre-service teachers' thinking with regard to reflective processes and how…

Teaching is so multifaceted that learning to teach requires several years of experience after a person begins to practice. To maintain professional growth, teachers must develop an orientation to their work that includes reflection and renewal. In the absence of these factors, teaching can become too automatic, which can undermine its…

This study investigated the changes in conceptions on mathematics teaching and learning of preservice BScEd teachers after 12 weeks of full time teaching practice. Written answers to open ended questions administered at the beginning and end of student teaching were triangulated with interviews. The preservice teachers exhibited more differences…

This study examines how student teachers in a 2-year graduate program used inquiry to examine the day-to-day issues that arose in their student teaching placements. Through systematic questioning, collection of data and controlled experimenting with solutions, student teachers learned to apply the technical and theoretical knowledge they were…

The paper emerged out of my own and my colleagues' growing discontent with the traditional, ill-organized and unproductive way of evaluating the one-month-teaching practice of student teachers of English Language Teaching (ELT) at Haramaya University. It advances the argument that student teacher evaluation systems should be restructured to…