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.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39988 |
| Date | 19 October 2005 |
| Creators | Liptak, Kathryn Allen |
| Contributors | Curriculum and Instruction, Wildman, Terry M., Lalik, Rosary M., Nespor, Jan K., Niles, Jerome A., Hunt, Thomas C. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | viii, 133 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 24222752, LD5655.V856_1990.L579.pdf |
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