Search results for: Student teachers

In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.

The aim of the study was to ascertain what skills were reinforced or developed by local cooperating teachers via the process of supervising student-teachers in the Cayman Islands and Saint Kitts-Nevis. The participants were four cooperating teachers from University College of the Cayman Islands Teacher Education programme and four cooperating teachers from St Kitts-Nevis. The findings reveal that skills cooperating teachers developed or reinforced were categorised as essential teaching, mentoring, collaborating and strategic. The authors argue that teachers should be recognised for the dynamic role that they play in the education of the nation’s teachers. Therefore, there is the need to develop a policy to guide this initiative. Furthermore, this study suggests the need to provide opportunities to encourage cooperating teachers to engage reflectively with their teaching.

The current study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience. The authors were interested to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged.

This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.