Teacher Educators' Views of Student Learning and Experiences Offered to Support Learning

Autor/in	Mudavanhu, Young
Titel	Teacher Educators' Views of Student Learning and Experiences Offered to Support Learning
Quelle	In: Journal of Education and Training Studies, 4 (2016) 9, S.209-221 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Teacher Educators; Teacher Attitudes; Student Teachers; Developing Nations; Qualitative Research; Interviews; Data Analysis; Coding; Theory Practice Relationship; Career Choice; Professional Identity; Learning Activities; Student Participation; Educational Attitudes; Specialization; Self Concept; Reflective Teaching; Professionalism; Preservice Teacher Education; Student Characteristics; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Developing country; Developing countries; Entwicklungsland; Qualitative Forschung; Interviewing; Interviewtechnik; Auswertung; Codierung; Programmierung; Theorie-Praxis-Beziehung; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Arbeitsteilige Spezialisierung; Selbstkonzept; Professionalität; Lehramtsstudiengang; Simbabwe
Abstract	The objective of my study was to find out teacher educators' views of student teachers in developing nations using Zimbabwe as a case, what they learn and changes that occur. The study was interpretive in nature and used qualitative research methodology. Research participants were teacher educators who had left their countries to either study or live in diaspora after the beginning of the new millennium. Data was collected using face-to-face, telephone and e-mail interviewing with participants. Data collected using 1 telephone and 2 e-mail interviews are presented. Qualitative data analysis was used where second generation activity theory was used to define "a priori" codes. The initial codes were refined and more codes emerging form the data added to create a final template to interpret the findings. Data analysis revealed 6 themes namely: history and background of student teachers; perceived professional identities; interplay between theory and practice; "mediating" tools; contradictions; changes in professional knowledge and skills; and improving current practices in teacher education. Teacher educators and their students chose teaching because some had failed to meet the grade to pursue careers of interest, and others thought this would enable them to eventually negotiate their way into areas of interest. Another finding was that student teachers tend to assume different identities: student, teacher, expert and parent. Student teachers participated in various learning activities namely; lectures, tutorials, micro-teaching, observation, live teaching, mentoring and teaching practice supervision. They valued learning subject matter most and tended to identify themselves with subject specialism. The study revealed that the dormant interplay between theory and practice is the applicative notion and student teachers tend to see theory as divorced from practice. Participants described professional growth in student teachers in terms of learning of secondary school students, critical reflection, and professionalism. The study concluded that while participants seem to be agreed that learning to teach occurs in different settings there was no mention of deliberate efforts to use the practices, objects and tools to enhance expansive learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01