In recent years there has been unprecedented international attention on the issue of teacher quality. This has resulted in a focus by policy makers on initial teacher education, with many systems opting to articulate standards to define the competences that newly qualified teachers should possess. Central to all programmes of initial teacher education is school placement, a key period of significant learning for student teachers and a time when their competence is assessed. A small proportion of student teachers experience failure or struggle during these placements, however little research into their experiences is evident. This qualitative study explores the perceptions and experiences of members of ‘triadic learning to teach partnerships,’ who have had experience of the phenomenon. In-depth, semi-structured interviews were used to capture data from student teachers, cooperating teachers, placement tutors and directors of school placement on their perspectives regarding the causes of student teacher failure, the impacts of its occurrence and the effectiveness of any support mechanisms provided. The findings revealed the complexity and uniqueness of each occurrence, and the significant impacts on all involved, most particularly the student teachers. Six typologies of student teachers who struggle or experience failure and five pillars for the provision of support emerged as new contributions to aid teacher educators to understand and adequately support these student teachers. Conclusions are also drawn regarding the need for a standards-led approach to the formulation of assessment judgements on student teachers’ competence and the need in the Irish context for cooperating teachers to be enabled to play a greater and more central role.

The English language programme of the Macau University of Science and Technology (MUST) has a pressing need for a continuing professional development (CPD) programme. Peer coaching is identified as the type of CPD that is potentially suitable for the English programme. It also serves as a catalyst for building a learning community. The main purpose of this study is to examine the impact of a peer coaching programme on the teachers’ beliefs and practice. To do so, I investigate the difference in teachers’ teaching principles (please see Section 5 of Chapter 2 for details) in direct relation to their actual classroom practice before and after the peer coaching programme in one school term. By comparing how the teachers make sense of their actual classroom practices before and after the programme, this study can address the impact of the peer coaching programme on the teachers’ theories-in-use and has important implications for understanding and improving teaching. This study also attempts to investigate to what extent peer coaching helps to build a learning community. This study found that peer coaching could help to change the teachers' beliefs and perceptions in various extents, which led to changes in teachers' practice. Trust is found to be an important element in a successful peer coaching relationship. This study also found that peer coaching can help to promote an articulate, reflective, and collaborative work culture, which should facilitate and sustain teachers’ professional development, promote teacher leadership and contribute to educational improvement.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 169-178). Also available via the Internet.

No description available.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 199-211).

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 142-147). Also available in print.

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug 16

Thesis (Ed.D.)--University of Tulsa, 1968. / Bibliography: leaves 82-85.

Thesis (Ph. D.)--University of Sydney, 2002. / Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also without thesis note. Bibliography: p. 140.