The purpose of this study was to investigate the effect of formal pre-student teaching experiences on the anxiety level and performance of groups of beginning student teachers in the elementary school.Student teaching has been recognized as a crucial period in the life of a prospective teacher. It is considered a time when theory should be constantly tested by practice and practice should be constantly viewed in the light of theory.Critics of teacher education programs find little evidence of a balance between theoretical and practical experiences in the preparation of teachers.Increasing numbers of colleges and universities are providing prospective student teachers with integrated formal programs specifically designed to offer supervised classroom teaching experiences prior to student teaching. These formal pre-student teaching experiences set the stage for deeper understanding of the teaching role and integration of theory with practice.A total of 257 subjects participated in the study. One-hundred fifty-nine subjects had formal pre-student teaching experiences, and 98 subjects did not have formal pre-student teaching experiences. The subjects were selected from three state-supported universities in Indiana.Two instruments were utilized to measure the constructs of anxiety and performance. The Teaching Anxiety Scale was administered to each student teacher prior to the classroom teaching experience. The Performance Opinionaire was completed by each student teacher's classroom supervisor approximately six weeks through the student teaching period.The data collected were subjected to t-tests in order to determine if there were statistically significant differences between mean scores for both groups on both instruments. Pearson product-moment correlation coefficients were computed to determine significant correlation between level of anxiety and performance of the two groups.There was evidence that the groups did not differ significantly with regard to anxiety level or performance. Anxiety level did not correlate with performance as measured by the Teaching Anxiety Scale or the Performance Opinionaire.According to this study, the effects of formal pre-student teaching experiences were not apparent in the constructs of anxiety and performance, as measured by the Teaching Anxiety Scale and the Performance Opinionaire. Based on the findings of the study, it appears that other factors not measured in the study are in operation. Recommendations for further research were made.

The purpose of this study was to investigate the praxis (theory and practice) of oral language by student teachers during their practicum. Specifically, this study identified and described the factors which 13 British Columbia student teachers perceived of as affecting the establishment of an orally interactive environment within their practicum classroom. Through the analysis of dialogue journals, interviews, and questionnaires, 24 factors in 5 categories were identified and described that affect the development of orally interactive teaching. The factors were grouped into categories of knowledge, position, expectations, structures, and assumptions. This study concludes that the identification of factors affecting orality in the practicum can assist teacher education programs and teachers to more effectively address the potential of orality as a medium for negotiation and meaning making in the classroom.

The purpose of this study was to investigate the praxis (theory and practice) of oral language by student teachers during their practicum. Specifically, this study identified and described the factors which 13 British Columbia student teachers perceived of as affecting the establishment of an orally interactive environment within their practicum classroom. Through the analysis of dialogue journals, interviews, and questionnaires, 24 factors in 5 categories were identified and described that affect the development of orally interactive teaching. The factors were grouped into categories of knowledge, position, expectations, structures, and assumptions. This study concludes that the identification of factors affecting orality in the practicum can assist teacher education programs and teachers to more effectively address the potential of orality as a medium for negotiation and meaning making in the classroom. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

There is a great deal of controversy over the role that the student teaching experience plays in the preparation and development of teachers. In order to increase our understanding of the practice of student teaching, case study methodology was utilized in this study to develop a holistic description of the practice of student teaching from the student teacher’s perspective. The study identified and described the internal and external factors which influence the practice of student teaching for a student teacher learning to teach. This study facilitates our understanding of the practice of student teaching and the complex interactions that occur among the individuals involved (e.g., the student teacher, the cooperating teacher, the university supervisor, etc.); the settings (e.g., the public school, the public school classroom, the university classroom, etc.); and the formal university program. The findings from this study suggest that autonomy, reflection, and formal university coursework are key components of learning to teach. Further research which examines specific teacher education programs and specific components of those programs, in relation to the student teaching experience is necessary if we are to continue to increase our understanding of the practice of student teaching and improve teacher education. / Ed. D.