Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. Appendix: The ideal teaching situation as perceived by student teachers, by Susan Linneymeyer. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 32-34).

Thesis (Ph.D.)--University of Alberta, 1997. / In partial fulfilment of the requirements for the degree of Doctor of Philosophy. Department of Elementary Education. Spine title: A study of six student teachers' planning. Also available online.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 8, 2010). PDF text: xvi, 201 p. : ill. ; 2 Mb. UMI publication number: AAT 3398189. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 24, 2006) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 172-189).

Thesis (Ph. D.)--Georgia State University, 2007. / Lisa M. Martin-Hansen, committee chair; Julie Dangel, Amy Lederberg, Edward Lomax, committee members. Electronic text (204 p.) : digital, PDF file. Title from file title page. Description based on contents viewed Oct. 23, 2007. Includes bibliographical references (p. 189-199).

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 178-185). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated a style of supervision of student teachers that emphasizes self-reflection as differentiated from supervision that focuses primarily on the logistical matters of teaching. An assumption about self-reflective supervision is that it leads to analytical and critical thinking about the "self" which is beneficial to the education of student teachers. Four special-education student teachers were each videotaped three times while teaching. While viewing themselves on videotape in the presence of the investigator, each participant talked about what they saw of themselves and their teaching. These discussions, audiotaped and transcribed, provided the primary source of data used in the study. The following conceptual categories emerged from an analysis of those data: a) influences on their decisions to teach, b) concepts of teaching, c) responses to being video taped, d) metaphors depicting their teaching, and e) insights. The videotaping and subsequent review and discussion provided participants with an opportunity to a) analyze and critique their language and actions; b) explore what life experiences informed their choices to teach; and c) learn what events and people shaped their concepts and styles of teaching. As a result of examining what the subjects said about their concepts of teaching, the researcher was able to expand Schon's (1983) concept of knowing-in-action into a concept and model that emerged from the analyses of the data, self-reflection before, in, and on action. A heuristic model for self-reflective supervision came forth from examining the data. The study enabled the investigator to learn about what it means to practice self-reflective supervision as part of the preparation of student teachers. / 2031-01-01

A mini dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, South Africa, 2014 / The purpose of this study was to investigate the role of senior teachers in mentoring student teachers. The first aim was to investigate the perceptions of the mentors when mentoring student teachers. The second aim was to establish whether certain mentors’ characteristics influence their perceptions when mentoring student teachers. The third and final aim was to determine whether there is any association among ranks assigned by senior teachers to ten mentoring activities. A questionnaire was designed and administered to achieve these aims. It was validated by means of factor analysis (FA), and administered as a pilot to a sample of fifty mentors. Fifty-eight percent per cent (58%) of the educators were found to have positive perceptions towards mentoring student teachers. This leads to the conclusion that senior teachers like to mentor student teachers. The difference between those who hold positive (58%) and negative (42%) perceptions is statistically significant. Results also illustrated that the variables of gender, qualification and phase of specialisation have no influence on senior teachers' perceptions towards mentoring student teachers. Years of teaching experience of senior teachers were, however, found to have significant influence on their perceptions of mentoring. Teachers with more than 13 years of teaching experience were found to be more positive towards mentoring compared to those with fewer years of experience. The last aim was found to be significant after Kendall’s Wa Coefficient of Concordance was applied to establish the association. The agreement of the mentors with reference to the ranks assigned to mentoring practices suggests that there was a strong agreement among mentors regarding the relative importance of the ten mentoring practices. Finally, the findings were discussed in relation to relevant literature reviewed, and interpreted within the framework of mentoring in teacher education. Suggestions were made with regard to the need to train senior teachers in mentoring student teachers. More important is that teachers with more years of teaching experience can be used in evaluating student teachers because of their attitude and experience in the teaching profession. This could lessen the load on lecturers when it comes to travelling long distance to evaluate student teachers.

No description available.