Insights from Saudi Student Teachers: Successes and Challenges

Almazroa, Hiya; Prof., Curriculum Assoc.

doi:10.29333/iji.2020.13331a

Cited by 5 publications

(6 citation statements)

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“…These results are consistent with previous studies that the PSTs receive the opportunity to connect the theory they learned from the university coursework to real practice in the school (Cohen et al, 2013). Also, it is stated that examining PSTs' satisfaction with field experience is one of the key factors in creating a strong and effective teacher preparation program (Almazroa, 2020).…”

Section: Discussionsupporting

confidence: 90%

An Exploratory Research on Korean Pre-Service Teachers' Field Experiences in a Teacher Preparation Program

Jeong,

Chung

2023

JESR

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Field experience is fundamental to preparing pre-service teachers (PSTs) for in-service teacher roles. Although many studies have explored the impact of field experience, few have examined PSTs' comprehensive experience for field practicum. This study explored Korean PSTs' experience regarding expectations, satisfaction, and evaluations through field experiences. The data was collected from a teacher education program in Korea in the 2022 academic year. The survey was conducted after the field experience (n=44). Study results showed that the PSTs reported various expectations for field experience. For example, PSTs responded that they want to meet an exemplary teacher who can serve as a role model and hope to receive help when they have any difficult problems related to field experience. Second, PSTs had high satisfaction after the field experience. They also responded that the contents (theory, method) learned from the university coursework were very helpful for their field experience. Third, PSTs responded with high ratings for the effectiveness of the field experience. Finally, PSTs reported improving their teaching ability (guide plan, teaching method, progress, teaching tools) and gaining teaching confidence. Several suggestions are provided to build an effective field experience practicum in the teacher education program. Received: 11 June 2023 / Accepted: 10 August 2023 / Published: 5 September 2023

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Section: Discussionsupporting

confidence: 90%

An Exploratory Research on Korean Pre-Service Teachers' Field Experiences in a Teacher Preparation Program

Jeong,

Chung

2023

JESR

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“…It will also be used in the development of the student teacher orientations and clinical teaching guidelines which are shared with pairs. The current literature supports the finding that student teachers have a sense of what they need from their mentors (Alemdag & Simsek, 2017;Davis & Fantozzi, 2016;Cuenca, 2011), and with proper support from the program (Hudson, 2012;Kaka, 2019, Riebenbauer et al,2017 student teachers can effectively advocate for their needs (Almazroa, 2020;Ricci et al, 2019;Garza et al 2016). It is evident that the clinical experience can be quite stressful as it is considered high stakes in determining whether students have successfully completed their teaching program as well as gauge their preparedness to lead their own classrooms.…”

Section: What Do Student Teachers Wantsupporting

confidence: 63%

“…These dispositions reflect the reality of being a teacher and provides an insider view for the pre-service teacher of how teachers deal with classroom management, address parent concerns, navigate school politics, and meet the needs of a range of student abilities within their classrooms. Student teachers' professional identities flourish when they have positive relationships with their mentor teacher, and it increases their commitment to teaching (Almazroa, 2020). For student teachers, mentors who are transparent in their practice and are willing to model best practices provide a strong foundation that can be used to help them become effective educators.…”

Section: Impact On Student Teachersmentioning

confidence: 99%

“…The mentor role is substantial in the impact it can have on the professional development of student teachers. Almazroa (2020) found that the professional identities of student teachers grow as well as their commitment to teaching when they have positive relationships with their mentors. Some of the study participants discussed how their mentors would recognize their limitations and effortlessly offer guidance in those areas.…”

Section: Professional Gatekeepersmentioning

confidence: 99%

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Mentor teacher impact on student teacher development

Harrison-Toledo

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20210831Dedication Page I want to dedicate this dissertation to my mother, Leonie Pierre, who always encouraged me to push myself beyond the limits.To my husband, Avery, thank you for supporting me through this experience. Without your words of encouragement, I don't think I would have gotten here.To my son, little Avery, I am so grateful to be your mother. You are my little blessing! To my friends and family who have also supported me, thank you! I also want to dedicate this study to the student teachers who are passionate about and committed to the art of teaching as well as those experienced classroom teachers who share their classrooms with pre-service teachers every semester. 4

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“…Skills in the scientific process help students to understand the concept more positively (Prasasti2017; Lestari et al, 2019). The results of experimental studies discuss the process of forming skills to acquire knowledge (Almazroa, 2020;Pherson-geyser & Kavai, 2020;Tersi, 2020). Scientific process skills are useful not only in the classroom learning process, but also in solving problems in everyday life.…”

Section: Introductionmentioning

confidence: 99%

A Study of Mixed-Method: Science Process Skills, Interests and Learning Outcomes of Natural Science in Junior High School

Yusnidar,

Fuldiaratman,

Chaw

2024

Jur. Ilmh. Ilm. Ter. Un. Ja

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This groundbreaking study unravels the intricate nexus between science process skills, learning interest, and student learning outcomes within natural sciences education. Adopting a pioneering mixed-method approach, this research transcends traditional boundaries by synergizing quantitative and qualitative methodologies to yield a multifaceted understanding of the underlying dynamics. Leveraging a purposive sampling technique, the study meticulously selects seventh-grade students and science teachers from junior high schools in the Batanghari district, positioning itself at the forefront of empirical inquiry into science education. Through a judicious blend of quantitative data analysis facilitated by sophisticated software and qualitative analysis of interactive interviews, the research unfurls a rich tapestry of insights. The findings underscore a compelling correlation between science process skills, learning interest, and learning outcomes, unveiling a nuanced interplay between these pivotal variables. The revelation that science process skills and learning interests collectively influence student learning outcomes is of particular significance, underscoring the holistic nature of science education. The novelty of this research lies in its holistic integration of three pivotal variables through a mixed-methods approach, engendering a deeper understanding of the complex dynamics at play. This study paves the way for a more comprehensive comprehension of the factors shaping science education outcomes by transcending the limitations of singular methodological approaches. Ultimately, the insights gleaned from this research hold profound implications for educational practice, highlighting the imperative of fostering science process skills and nurturing learning interest to optimize student learning outcomes in natural sciences education.

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Insights from Saudi Student Teachers: Successes and Challenges

Cited by 5 publications

References 0 publications

An Exploratory Research on Korean Pre-Service Teachers' Field Experiences in a Teacher Preparation Program

An Exploratory Research on Korean Pre-Service Teachers' Field Experiences in a Teacher Preparation Program

Mentor teacher impact on student teacher development

A Study of Mixed-Method: Science Process Skills, Interests and Learning Outcomes of Natural Science in Junior High School

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