The purpose of this study was to examine the "learning-to-teach" process in an alternative teacher education program. Three research questions were addressed to probe the "learning-to-teach" process: (1) To what sources do the interns attribute learning and use of specific teaching behaviors and skills? (2) What are the professional concerns of interns, and are there changes in concerns as they progress through the field experience? (3) How do interns assess themselves as they progress through the field experience, and what is the rationale of the assessment? Qualitative research allows the study of subjects in the natural setting, and enables emergent findings to be utilized in directing the focus of the study. Integrating qualitative and quantitative data strengthened the description of "learning-to-teach" in this study. Research methods included use of multiple collections of data from observations, interviews, and questionnaires with the intensive subjects, and questionnaires with the general sample of subjects. A descriptive analysis approach was utilized to present and discuss the findings. The intensive sample of subjects included six interns enrolled in the Cooperative Teacher Education Program (CPEP) at Portland State University, with a general sample of twenty-two CPEP interns providing additional data. Interns reported multiple sources of influence on their teaching behavior. Exposure to multiple "models" of teaching in conjunction with application during the field experience provided interns with the opportunity to analyze, synthesize, and integrate these ideas into their personal teaching. Professional concerns of CPEP interns followed the pattern of concerns reported by student teachers in traditional programs. Concerns-with-self must be addressed and resolved before preservice teachers can move to concerns-with-students. Interns reported the self-assessment process enabled them to evaluate and improve their teaching. Teaching preservice teachers to assess their instruction enhances professional growth. These conclusions lead to the recommendation of incorporating reflection of "models" of teaching, professional concerns, and self-assessment of teaching in teacher education curriculum. Preparing "reflective" teachers facilitates professional movement beyond "survival" and "imitation" and toward creation of personal "models" of teaching.

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The competencies and needs of those entering the teaching profession have become the subject of public debate since the release of A Nation at Risk. Subsequently many comprehensive and comparative reviews have documented the socialization of those entering the teaching profession especially student teachers and first-year teachers. The problems of beginning teachers have produced survival and self-oriented concerns. Internships and induction programs have been developed to ease the socialization of beginning teachers and mediate these concerns. As internships are developed and induction programs implemented, descriptive field studies which examine the processes of beginning teacher socialization are needed. Particularly, studies which investigate the socialization of first-year teachers prepared in cooperative field-based programs are necessary. This study was designed to document and analyze the teaching experiences of four first-year teachers who completed an extended field-based Internship – CPEP (Cooperative Professional Education Program). These teaching experiences were documented in terms of a conceptual framework drawn from socialization theory, occupational socialization theory, and teacher socialization research. Three questions were developed to guide this research into the teacher socialization process: 1) What are the socialization structures and processes, formal and informal, which shaped teachers' perceptions of their first year of teaching? 2) What are the teachers' perceptions of problems encountered and what adjustments are made? 3) What are the common concerns shared by these beginning teachers? The conceptual framework, socialization theory, coupled with a comparative case study design, were utilized to collect, organize, and interpret the data. Data sources included interviews, questionnaires, observations, video tapes, and journals. These multiple data sources provided evidence of the factors which explain beginning teachers’ induction into the teaching profession, teaching experiences in terms of teacher socialization theory and research and the relationship between teacher socialization and occupational socialization theory. The answers to the research questions are as follows: First, several significant contextual factors shaped these first-year teachers' perceptions of teaching: the organizational nature of the schools, the physical demands necessary to maintain energy levels for teaching, and the lack of time for planning. The influence of each teacher's primary socializing agent, the internship mentor teacher was expressed through a process of collegial emulation. Their students and teachers in other schools were also influential socializing agents. The behavioral outcomes of the teachers consistently focused on issues related to efficiency and organization. Second. the most significant self-perceived problems were the lack of planning time and the dynamics of working with other staff members. Although these beginning teachers became increasingly self-critical about the consequences of their teaching, they maintained a tone of confidence and competence. Third, the Stages of Concern Questionnaire administered to the teachers revealed relatively high student-focused (task) and teacher-oriented (impact) concern intensities. Their most commonly shared concerns included refocusing their teaching and identifying the consequences of their instruction. Although institutional demands influenced teacher adjustment to the norms and values of the profession and to the school as a social organization, the teachers also took an active role in this socialization process. The teachers were influenced by institutional norms, but they also created new roles and norms. Consequently, their socialization was a dynamic and interactive process. Occupational socialization variables which linked teacher socialization to occupation socialization theory included training, formal and informal mechanisms of control, and stages of socialization. The research findings contribute to the teacher education knowledge base and should be of value to four primary audiences: school site administrators who supervise beginning teachers, staff development administrators who organize in-service programs, governing bodies which regulate teacher certification, and university personnel who develop and supervise teacher preparation programs.

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The general purpose for conducting this study was to develop a student teaching program for the training of prospective teachers. The intent was to discover potential approaches to strengthening student teaching programs currently in use in Afghanistan, and thereby create a new and potentially stronger teacher training program in the teacher training institutions in Afghanistan.The following major areas were emphasized in the review of the related literature.1. The value of student teaching experience in teacher training programs.2. The student teacher attitude changes which have resulted from the student teaching experience.3. The role of the college student teaching supervisor.4. The role of the classroom supervising teacher.5. Evaluation of student teaching.A questionnaire based upon the review of the related literature was developed and mailed to a selected sample of eighty-three teacher training colleges and universities located in twenty-six countries and encompassing five continents. The questionnaire was designed to gather information concerning current student teaching programs.Completed questionnaires were returned by forty-two representatives of teacher training colleges located in twelve countries. The data derived from the questionnaire were classified according to (1) the location of the country in which the teacher college was located, that is, whether the country was located in the same geographical region as Afghanistan, or (2) whether the country was located outside the immediate Afghanistan.Responses to the questionnaire were tabulated and analyzed. Analysis of the questionnaire data and the review of related literature and research led to the following findings which established guidelines for the development of a proposed student teaching program for Afghanistan.1. Joint planning of student teaching experiences by student teacher and college supervisor is of great importance in the training of student teachers.2. Classroom teaching by student teachers under the supervision of a college supervisor is valuable in student teaching activities.3. Student teacher involvement in extra classroom activities is valuable in the training experiences of student teachers.4. Joint planning of student teaching experiences by the student teacher and classroom supervising teacher is significant in the training of student teachers.5. The judgement of the classroom supervising teacher has a significant role in evaluating of student teachers.6. Student teachers should be required to have student teaching experiences in more than one classroom situation.Based upon the findings as guidelines, the purposes and objectives of the proposed student teaching program for Afghanistan were identified and the proposed student teaching program was developed. In the proposed program the emphasis was on four basic components of student teaching activities: the role and responsibilities of student teachers; the role and responsibilities of classroom supervising teachers; the role and responsibilities of the college supervisor; and the evaluation of student teachers. Recommendations were given for further research.

Thesis (Ph. D.)--Michigan State University. Dept. of Teacher Education, 2006. / Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 169-177). Also issued in print.

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1993. / Résumé disponible sur Internet. CaQCU Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

No description available.