An Investigation of the Developmental Stages of Student Teachers in the Secondary Business Education Classroom.

Autor/in	Baker, Clora Mae
Titel	An Investigation of the Developmental Stages of Student Teachers in the Secondary Business Education Classroom.
Quelle	(1992), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Business Education; Classroom Environment; Classroom Observation Techniques; Classroom Techniques; Collegiality; Cooperating Teachers; Developmental Continuity; Higher Education; Secondary Education; Student Teacher Attitudes; Student Teacher Evaluation; Student Teaching; Teacher Education Programs; Teacher Responsibility; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Klassenklima; Unterrichtsklima; Klassenführung; Kollegialität; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Entwicklungsprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sekundarbereich; Teaching practice; Unterrichtspraxis; Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study was conducted to examine the developmental process of seven student teachers as they: experienced the transition from preservice teacher education student to novice teacher; learned to work with students in the secondary classroom; and became cognizant of the problems related to dealing with teachers, students, and administrators. Data were gathered through daily videotaping of student teaching, which provided a record of interactions with students; fieldnotes; student teacher journals; and on-campus seminars. Results suggest that: student teachers learned to recognize teaching as an extremely complex endeavor; on-going positive critical evaluation was needed; developmental stages occurred sequentially; a good match between student and cooperating teacher is crucial; collegial support is necessary; and business education student teachers are knowledgeable in content areas, but appear less prepared to accept the multiple responsibilities of full-time teaching. An appended table presents major concerns of each participant as identified in daily journals. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01