Literaturnachweis - Detailanzeige
Autor/inn/en | Hamilton, Anne C.; und weitere |
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Titel | A Comparison of Interns' Concerns and Cooperating Teachers' Perceptions of Intern Concerns before and after Internship. |
Quelle | (1993), (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Comparative Analysis; Cooperating Teachers; Elementary Education; Higher Education; Perspective Taking; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers; Student Teaching; Teaching Experience Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zukunftsperspektive; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis |
Abstract | This study sought to identify and compare the concerns of teaching interns (N=56) with cooperating teachers' (N=37) perceptions of intern concerns before and after a 10-week internship period. To provide insight into the differences, the Johari Window framework, a technique used in group process programs to depict how individuals give and receive knowledge and beliefs about themselves and others, was employed. A survey instrument was developed based on written concerns stated by interns; the most frequently mentioned concerns were coded and collapsed with items classified as instructional, classroom management, discipline, and attitudinal. Findings included a significant difference in intern concern about how to handle a child who becomes violent and aggressive when reprimanded; the experience of cooperating teachers was reflected in anticipation of concerns that had not yet become important for interns, such as how to tell if a child is really sick; and cooperating teachers viewed the internship as the beginning of a lifelong process of professional development, while interns saw it as the completion of their college career. Figures depicting concerns adapted from the Johari Window framework are appended. (LL) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |