Personal Characteristics and Contextual Conditions of Student Teachers Who "Fail": Setting a Course for Understanding Failure in Teacher Education.

Autor/inn/en	Sudzina, Mary R.; Knowles, J. Gary
Titel	Personal Characteristics and Contextual Conditions of Student Teachers Who "Fail": Setting a Course for Understanding Failure in Teacher Education.
Quelle	(1992), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Case Studies; Context Effect; Cooperating Teachers; Elementary Secondary Education; Failure; Higher Education; Interpersonal Relationship; Performance Factors; Perspective Taking; Preservice Teacher Education; Research Needs; Self Efficacy; Student Teacher Attitudes; Student Teacher Evaluation; Student Teacher Supervisors; Student Teachers; Teacher Characteristics; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Leistungsindikator; Zukunftsperspektive; Lehramtsstudiengang; Lehrerausbildung; Forschungsbedarf; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching; Lehrberuf
Abstract	This paper provides a framework for examining the phenomenon of failure in student or practice teaching. The "failed" and "withdrawn" records and files of 25 student teachers over a 10-year period were analyzed. These cases represent the stories of preservice teachers who participated in teacher preparation at a large, regional research university and at a medium-sized parochial university. Particular gender, age, experiential, personal, familial, and other characteristics were evident in these individuals. The primary difficulties that the student teachers faced related to issues of classroom management, teaching effectiveness, organizational skills, communication abilities, and personal attributes. Conditions that promoted failure revolved around incongruent placements and subject problems, poor interpersonal relationships with cooperating or supervising teachers, and difficulties associated with understanding particular student or community populations. The paper maps out the massive weaknesses in knowledge of this phenomenon and suggests a course for future research. The paper concludes with 6 tables and 30 selected references. (Author/LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01