Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 121-128). Also available in print.

The preparation of prospective music educators is a very complex undertaking that culminates with the student teaching practicum. However, the music student teaching experience may have less predictable expectations and results than the curriculum that precedes the event. The two-fold purpose of this study was (a) to investigate the music student teaching practicum in the State of Texas in an effort to establish current levels of success as perceived by the music educators involved in the process and (b) to identify any potentially problematic areas which might be in need of attention or revision. Thirty-six music educators (12 university supervisors, 12 cooperating teachers and 12 student teachers) who were recently involved in the music student teaching practicum in Texas were chosen as the sample in this two-round Delphi study. The first round Delphi survey, based on related literature, achieved consensus on 79% of the 108 item responses, and 15 of the 22 unresolved items reached consensus in round two of the Delphi process. The 34 sample members who completed the study ranked a final item in the second Delphi round concerning suggestions for the improvement of student teaching. The respondents showed a very high opinion of the music student teaching practicum. However, the cooperating teachers' responses were often lower, hence the recommendation that collaborative efforts between universities and public schools be strengthened. Recommendations for improvement were also made advocating: (a) adequate rehearsal time to be afforded the student teacher, (b) expectations to be clearly defined and articulated, (c) classroom management, measurement and media, and content area reading classes to be taught by music faculty, (d) videotaping to be used in the teacher-training and student teaching process, and (e) the length of the student teaching practicum to be extended. Five additional recommendations for improvement were made in areas deemed less urgent.

The purpose of this study was to search for relationships of certain personal characteristics (authoritarianism, philosophy of social education, and instructional preferences) of a representative group of social studies student teachers to measures respectively of a) their classroom behavioral traits, b) their classroom teaching activities, and c) their pupils' classroom behavior.

This research sought to determine if a significant relationship existed between various levels of dogmatism of supervising teachers and student teachers and the degree of change in attitude of the student teachers during student teaching.

The problem of this study was to determine what changes, if any, take place in student teachers' attitudes toward individualization of instruction and any changes in their philosophical beliefs concerning Experimentalism, during, or as a result of the student teaching experience.

The problem is to determine the feasibility of using student teacher observer teams trained in interaction analysis to develop the capacity of student teachers to change their classroom verbal behavior.

The problem of this study was to determine the status and practices of supervisors of secondary student teachers in Texas colleges and universities and to compare these practices with those practices recommended by national authorities in the field of student teaching.

The problem of this study was the prediction of aggressive, submissive, and normal student teaching behavior by the use of needs profiles from sociometrically defined groups of education students. The criteria profiles were constructed using beginning education students, and prediction was made on a student teaching population.

M.Ed. (Psychology of Education) / The political upheavals of decades before the advent of democracy left far reaching consequences to the South African education system. The culture of teaching and learning suffered a severe blow since schools were the battlegrounds of the oppressor and the oppressed. Whilst learners developed an academic attitude, teachers lost sight of their professional ethos. The oppressor’s ultimate aim was largely to create a black labour force mentality that is denied opportunities to creativity and critical thinking approach. A different approach to the training of student teachers was necessary if the integrity of the teaching profession was to be retained. This includes the inculcation of a perspective in which aspirant young student teachers embrace the teaching profession with more positive attitude to their practice. It is significant that diverse institutions such as the University of Johannesburg, with its education faculty, began to conceptualise a framework based on the educational excursion for first year B.Ed Students. The Golden Gate Educational excursion became an outdoor learning experience for realisation of the faculty framework. The framework expresses the commitment to the education and training of caring, accountable, critically reflective educational practitioners who would be able to nurture and support learning in a diverse educational context. The educational excursion curriculum was therefore, tailored to serve both conceptual framework and the professional development. This research report attempted to articulate the views of first year B.Ed students on the professional development after the Golden Gate educational excursion. A generic qualitative study situated within an interpretive research paradigm was applied in the study. Observations, interviews and feedback evaluation forms were vital in the collection of data. B.Ed first year students were the participants in the research process. The premise for the study of their professional development is deduced from Bronfenbrenner’s ecosystemic model. The central view is that development cannot be fully understood unless we view it in relation to various systems in which people are involved. It is therefore, viewed within the social context. Within the social context, students accumulate experience that determines how they attach and construct meaning to reality around their environments. The accumulated experiences as well as their personal reflection on the professional practice provide a learning experience that result in new paradigm about the teaching profession. Feedback evaluation forms completed by first year B.Ed. students served as a reflective exercise on detailed aspects of the excursion. Their views were well articulated and triangulated with interviews and observation data in form of pictures attached in the addendum. The evidence clearly showed a positive change of first year B.Ed. students’ views about teaching profession after Golden Gate excursion.

Orientadora: Stela Miller / Banca: Sueli Guadelupe de Lima Mendonça / Banca: Ileizi Fiorelli Silva / Resumo: A dissertação apresentada ao Programa de Pós-graduação em Educação da Faculdade de Filosofia e Ciências, Universidade Estadual Paulista - UNESP - Campus de Marília, compôs a trajetória que realizamos para entender os sentidos atribuídos pelos professores e estudantes de Sociologia do Ensino Médio às suas atividades de ensinar e aprender. O nosso objetivo consistiu na problematização, a partir da Teoria Histórico-Cultural, da produção de sentidos para o ensino e o estudo dos conhecimentos sociológicos e as suas implicações na ação pedagógica. Quisemos apreender quais são os sentidos que esses sujeitos atribuem às suas atividades e por que se constituíram desta forma. Para isso, realizamos um estudo empírico-teórico numa escola pública da cidade de Marília - SP, onde observamos o espaço escolar em sua dinâmica cotidiana e as aulas de Sociologia no Ensino Médio; registramos por escrito as condutas de professores e estudantes na sala de aula; fizemos o levantamento bibliográfico sobre o tema em estudo e entrevistas com estudantes e professores. Na Escola, são socializados os conhecimentos culturais da humanidade e produzidos novos conhecimentos. Essa instituição social é tida historicamente como o local onde se ensina e se aprende. Verificamos pela interpretação de nossos dados, que os processos de ensino e aprendizagem envolvem as relações sociais e são orientados pelos sentidos particulares que os sujeitos conferem a eles. Sua forma de construção frente aos conteúdos científico... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The dissertation presented to the Graduate Program in Education of the Faculty of Philosophy and Sciences, Universidade Estadual Paulista - UNESP - Campus de Marília, composed the trajectory we carry out to understand the meanings attributed by teachers and students of Sociology of High School to their activities of teaching and learning. Our objective consisted in the problematization, from the Historical-Cultural Theory, the production of meanings for the teaching and the study of the sociological knowledge and its implications in the pedagogical action. We wanted to understand what the senses these subjects attribute to their activities and why they were constituted in this way. For this, we conducted an empirical-theoretical study in a public school in the city of Marília - SP, where we observe the school space in its daily dynamics and the classes of Sociology in High School; we record in writing the behaviors of teachers and students in the classroom; we did the bibliographic survey on the topic under study and interviews with students and teachers. In the School, the cultural knowledge of humanity is socialized and new knowledge produced. This social institution is historically regarded as the place where one teaches and learns. We verify by the interpretation of our data that the teaching and learning processes involve social relations and are guided by the particular senses that the subjects give them. Its construction in front of the scientific contents and the scho... (Complete abstract click electronic access below) / Mestre