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The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselvesLau, Man-shing., 劉晚成. January 1986 (has links)
published_or_final_version / Education / Master / Master of Education
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A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field ExperienceBancroft, Sharon Irene 01 January 1994 (has links)
This study examines the impact of personal attributes on student teachers' failure to pass or marginal success in the terminal field experience. Interviews were conducted of faculty at five Washington and two Oregon teacher education programs, who served as supervisors of student teaching. The interview was of the "depth" type described by Masserik (1981,) open-ended, interactive, and designed to encourage the sharing of case histories and subjective experience according to interpretive inquiry protocol as outlined by Lincoln and Guba (1985.) Its goal was to surface fundamental assumptions about and idiosyncratic language used to describe those attributes deemed critical to a preservice teacher's success. The format was flexible to allow respondents to guide and determine the final shape of the study (Goetz and LeCompte, 1984.) Interviews were tape-recorded, and transcripts re-submitted to respondents for additions, corrections, and elaborations. Interview transcripts were analyzed by a process of modified analytic induction (Bogdan and Biklan, 1982) and comparative analysis (Spradley, 1979) for recurring precepts and constructs related to personal attributes and the labels used to identify them. These were further collapsed into categories of cover and included terms, and used to construct a taxonomic model of personal attributes implicated in failure and marginality in student teachers. Initial categories which emerged were Extrapersonal, Irremediable, Intrapersonal and Interpersonal Attributes. Respondents' identified as critical the Intrapersonal and Interpersonal categories, which were further collapsed into three major attribute domains: Efficacy (including ego strength, locus of control, flexibility, and reflection) Relatedness (including empathy, self-assertion, and people-skills) and Heartfeltedness (including belief system, commitment, effort and passion.) Additional attributes identified by respondents as bridging and connecting the domains were imagination, authenticity, responsiveness and with-it-ness. Several themes emerged: 1) Respondents ascribe failure and marginality primarily to personal attributes, citing technical incompetence as causal only in combination with attribute deficits; 2) reluctance to judge subjectively produces formal evaluations that do not adequately reflect the role of personal attributes; 3) pressure to pass marginal students is seen as both cause and effect of a failure of the gatekeeping function; and 4) early identification of personal attributes likely to require and/or intractable to remediation is deemed essential.
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A Study of the Interaction between Pupils and Student Teachers and Ratings of Teaching EffectivenessDrawhorn, Curtis L. 01 1900 (has links)
There are three purposes of this study: (1) to determine the degree of interaction between pupils and student teachers and teaching effectiveness as rated by pupils; (2) to determine the significance of difference of pupil ratings between those who express "more" and those who express "less interest" in the course taught by the student teacher whom they were asked to rate; and (3) to study other variables such as sex, age, and achievement in order to show how they relate to pupil and student teacher interaction.
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The supervision and assessment experiences of the National Professional Diploma in Education (NPDE) field workers.Pillay, Deshini. January 2011 (has links)
Five field workers and their coordinator of the National Professional Diploma in
Education (NPDE), an in–service upgrading course for under-qualified teachers in
KwaZulu–Natal, South Africa, were interviewed to find what meaning and practices
informed them in carrying out their work with teachers.
This study was conducted within the interpretive paradigm and was qualitative in
nature. Hence, data was collected using semi–structured interviews. No attempt has
been undertaken to generalize the findings as the participants were few. This study
is warranted and the findings have relevance for future research.
The key findings of the study are as follows.
a) Guidelines for supervision – NPDE field workers and the NPDE coordinator
revealed that the time frame for one day workshops was too short and this did not
allow field workers the opportunity to address critical issues pertaining to the
supervision process.
b) Responsibility towards the NPDE students revealed that the NPDE field workers
were not directly involved in choosing the number of NPDE students they had to
assess and supervise.
c) Professional development with regard to classroom observation – a lack of
professional development revealed that fieldworkers had to rely on their own
knowledge and reading to prepare themselves to supervise and assess the NPDE
students.
d) The role of the NPDE field workers in assessing and supervising the NPDE
students – the inappropriate title was key element that emerged from the finding.
e) Supervision out of class – revealed that this was done once the classroom
assessment.
f) Collaborative partnerships between students and field workers – partnerships
formed seemed to be the key element that emerged from the finding. The
partnerships formed was based on love, trust and understanding.
g) Experiences of the NPDE field workers – The data revealed that field workers
experiences during their supervision and assessment of the NPDE students were
very enlightening. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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A Study of Situation-Specific Anxiety and Pupil Evaluation of Student-Teacher EffectivenessGossie, Michael 05 1900 (has links)
The problem of this study was to determine the relationship between the effectiveness of student teachers as measured by student ratings and situation-specific anxiety toward the act of teaching. Data for the study were obtained by the use of the Teacher Anxiety Scale and the Student Evaluation of Teaching Scale. The statistical evidence does not justify a conclusion that there is a relationship between the effectiveness of student teachers as measured by student ratings and situation-specific anxiety of student teachers toward the act of teaching. The statistical evidence does not support the conclusion that pupil ratings of student teachers are significantly affected by the student teacher's level of anxiety, sex, or teaching level. Furthermore, there is no statistical evidence given by the study that there is a significant difference in situation-specific anxiety among student teacher groups (Elementary or Secondary) according to sex or level of student teaching.
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Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service TeachersBush, Brandon (Brandon Lee) 05 1900 (has links)
The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.
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The impact of teaching practice on general and professional self-perceptions: an investigation of Hong Kongstudent teachersYeung, Ka-wah., 楊嘉華. January 1997 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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An investigation of the use of an English language test as a measure of fitness to follow the H.K.U. Cert. Ed. programmeTung, Chi-sun, Peter., 董哲生. January 1982 (has links)
published_or_final_version / Education / Master / Master of Education
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An exploratory study of a vocational interest instrument for use in the selection of students into colleges of education in Hong KongTsoi, Heung-sang., 萬香生. January 1979 (has links)
published_or_final_version / Education / Master / Master of Education
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Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of NamibiaMuhapili, Andrew Matumo 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2013. / Bibliography / Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
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