Addressing Student Teachers Self-Identified Needs through the Student Teaching Experience

Autor/in	Strawser, Tammy L.
Titel	Addressing Student Teachers Self-Identified Needs through the Student Teaching Experience
Quelle	(2013), (178 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of La Verne
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-4224-4
Schlagwörter	Hochschulschrift; Dissertation; Student Teaching; Student Teachers; Student Needs; Questionnaires; Online Surveys; Student Surveys; Interviews; Teacher Placement; Cooperating Teachers; Teacher Student Relationship; Qualitative Research; Statistical Analysis; Elementary Education; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fragebogen; Schülerbefragung; Interviewing; Interviewtechnik; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Statistische Analyse; Elementarunterricht; Kalifornien
Abstract	Purpose: The purpose of the study was to identify and describe perceived individual needs of California elementary student teachers about their impending student teaching experience. The study also recognized how well student teachers identified needs were met by the student teaching experience. Methodology: The study involved two phases. In the first phase (pre), 15 student teacher respondents completed an online questionnaire containing eleven questions at the beginning of their first student teaching placement. Nine of the15 student teachers participated in follow up interviews. The purpose of the pre questionnaire and interviews were to ascertain student teachers' needs regarding their upcoming placement. In the second phase (post), the same 15 student teacher respondents completed an online questionnaire containing eleven questions after completing both student teaching placements. Eight of the 15 student teachers participated in follow up interviews. The purpose of the post questionnaire and interviews were to ascertain the degree to which student teachers' needs were met. Findings: An examination of pre qualitative and quantitative data indicated student teachers needs involve building a relationship with their master teachers. The post quantitative data indicated student teachers' needs of developing a purposeful relationship with their master teachers were met. The qualitative post data suggested 20 % of master teachers took the initiative to build a relationship with their student teachers. Conclusions: The study supported the fact open communication, building trust through purposeful interactions, and the reciprocity of giving and sharing cultivates a meaningful relationship between student and master teachers. Overall, student teachers were the impetus in developing the relationship they needed with their master teachers. Recommendations: To assist master teachers in understanding the needs of the students they mentor, universities could offer online workshops to inform them of student teachers' needs. Further research is advised to complete the study with a larger sampling of student teachers from one university. This data could provide feedback and information about how best to incorporate relationship building into student teaching programs. Also, a study seeking to identify and measure master teachers' needs could offer insight into building a bridge between the needs of master and student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01