Thesis (Ph. D.)--University of Melbourne, Dept. of Learning and Educational Development, 2004. / Typescript (photocopy). Includes bibliographical references (leaves 214-237).

Thesis (Ph. D.)--Indiana University, 1927. / Running title: Traits for teachers. "Annotated bibliography": p. 96-112.

Thesis (Ph. D.)--Indiana University, 1927. / Running title: Traits for teachers. "Annotated bibliography": p. 96-112.

Thesis (Ph. D.)--Illinois State University, / Title from title page screen, viewed Dissertation Committee: Elizabeth T. Lugg (chair), Albert T. Azinger, Patricia H. Klass, Richard Wiggall. Includes bibliographical references (leaves 89-92) and abstract. Also available in print.

Thesis (Ph. D)--Ohio State University, 1987. / Includes bibliographical references (leaves 296-303). Available online via OhioLINK's ETD Center.

A 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 / Student teachers ‘perceptions of teaching practice at the University Of Zululand Extensive research has been done on the importance of supervision of student teachers during teaching practice. The present study is a descriptive survey which sought to examine student teachers‟ perceptions of teaching practice. The sample comprised of 184 third year B.Ed students who had undergone teaching practice in 2013. To this end a questionnaire was constructed and validated through factor analysis technique by the researcher. The results revealed that student teachers hold favourable perceptions of teaching practice. The Kendall Coefficient of Concordance Wa yielded significant agreement among ranks assigned by student teachers to different teaching practice models. However there is a need for the improvement of the system of teacher education in order to prepare quality teachers. Some of the differences are the following: importance of preparing lesson plan as well as the pedagogical approach to presenting the lesson to learners. Most of the student teachers find it difficult in choosing and using teaching techniques and strategies that are suitable for the learners they teach. It is a given that there is no one strategy which can be implemented when imparting knowledge to the learners. However student teachers have to be exposed to those different strategies in order to be able to apply them depending on the lesson and the learners they are teaching. It can also be concluded that the perception of student teachers of teaching practice components of the lesson presentation is positive, irrespective of age and gender. Therefore the study has revealed that gender and age should not be necessarily concentrated on when students go out for teaching practice as reviewed by the findings. Based on the findings recommendations were made, among others, that the Faculty of Education should take into consideration the concerns of student teachers and address them before student teachers are sent to schools for teaching practice. This study is important in that it provides valuable information for the improvement of teaching practice when the perceptions of student teachers are acknowledged.

In this study, the discourse about beginning teachers is a central focus. I attempt to unravel the strands of this discourse and juxtapose the voices of beginning teachers with scholarly and authoritative voices which speak about or on behalf of beginning teachers. This thesis attempts to link narrative and narrative theory with critical and cultural theory in order to highlight the nature of this discourse about teachers at career entry. Issues of identity and the ‘process of becoming’ (Britzman, 2003) remain central throughout this work.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 356-386).

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 297. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 18, 2008). Includes bibliographical references (p. 286-296). Also issued in print.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 108-112).