Insights from Saudi Student Teachers: Successes and Challenges

Autor/in	Almazroa, Hiya
Titel	Insights from Saudi Student Teachers: Successes and Challenges
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.445-460 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Student Teacher Attitudes; Student Teachers; Females; Student Experience; Expectation; Cooperating Teachers; Elementary School Teachers; Peer Relationship; College School Cooperation; Professional Development; Individualized Instruction; Educational Environment; Practicum Supervision; Program Effectiveness; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Weibliches Geschlecht; Studienerfahrung; Expectancy; Erwartung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Peer-Beziehungen; Individualisierender Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Saudi-Arabien
Abstract	The goal of this research was to investigate successful experiences and challenges of student teachers during their learning and training period. Participants were student-teachers enrolled in a Primary Grades Teacher Education program at a large women's university. A mixed-method approach was followed, using reflective journals, group interviews, and a survey. The reflective journals were an assigned task in the Student Teaching Seminar on a weekly basis. Interviews included open-ended questions to explore their feelings, opinions, past experiences and expectations. A survey consisted of 16 items was administered to 68 student teachers and comprised of questions in three categories: clinical experiences, collaborative partnership, and clinical educators. Four key factors were identified as successful experiences: having an effective cooperative teacher; learning with peers; Feeling of being a contributor; and learning to understand differences. Three key challenges were identified as follows: lack of support at the field-based school; lack of supervision; and problems with classroom management. Findings demonstrated the importance of seeking trainee teachers' perceptions about their experiences in order to enhance the effectiveness of teaching practicums. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01