Significant Others‐‐the primary student view of practice in schools

Stephenson, Joan

doi:10.1080/0305569950210302

Cited by 15 publications

(5 citation statements)

References 7 publications

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“…Several ways of coping with the problem have been suggested (see, for example, Stephenson, 1995;Esteve, 1989), but there seems to be a shortage of information about how changes to methods of teaching and learning can help reduce the stress from the academic aspects of the course.…”

Section: Student Teachers -A Special Case?mentioning

confidence: 98%

Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief

Miller

Ewing

2000

Journal of Information Technology for Teacher Education

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This article outlines some benefits of a computer-supported interactive learning environment in terms of students' attitudes and factors associated with stress. In the 3rd year of a 4-year undergraduate course for primary teachers (B.Ed.), students were required to undertake a research module, which was seen in part as a preparation for a thesis dissertation in the final year. The subject matter was contained in several computer conferences; other learning experiences included some face-to-face contact and optional technical support sessions. Initial feedback from students indicated that there are benefits in terms of greater flexibility of work patterns, increased sense of control and enhanced self-esteem. Other issues are raised, including the role of the tutor, cost benefits and problems of access. More research is called for into the non-cognitive aspects of computer use.

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Section: Student Teachers -A Special Case?mentioning

confidence: 98%

Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief

Miller

Ewing

2000

Journal of Information Technology for Teacher Education

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“…provides a list of essential qualities of the teacher-tutor which also reflects the same concerns about approachability. Stephenson (1995) argues that the emotional condition of student teachers, so crucial to the effectiveness of their school experience, is often dependent on the confidence gained from their mentoring relationship. Willliams and Prestage (2002) recognise this need in NQT's to feel genuinely supported and encouraged in their first year of teaching.…”

Section: Student Teachers' Views On the Mentoring Relationshipmentioning

confidence: 99%

Teacher induction: personal intelligence and the mentoring relationship

Martin¹,

Rippon²

2003

Journal of In-service Education

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This article is aimed at probationer teachers in Scotland, their induction supporters and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland, (GTCS) but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms -formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important.

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“…Plusieurs auteurs mentionnent l'importance d'une formation à la supervision pour les enseignants qui accueillent des stagiaires dans leur classe (Booth et Hargreaves, 1995;Borko et Mayfield, 1995;Stephenson, 1995). Zeichner (1980) identifie les difficultés rencontrées par les maîtres de stage à superviser les stagiaires.…”

Section: Problématiqueunclassified

Étude préalable à l’implantation d’un programme de formation pour la supervision des stages en enseignement

Bujold¹,

Côté²

2007

rse

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Cet article présente la problématique, la méthodologie et l'analyse des résultats obtenus lors de la réalisation d'une étude exploratoire, préalable à l'implantation d'un programme de formation à la supervision des stages: 236 enseignants ont été soumis à un questionnaire de sept questions, dont la dernière leur permettait de fournir leurs propres réponses, et 31 étudiants ont répondu à un questionnaire de quatre questions ouvertes. En conclusion, les auteurs proposent des pistes de recherche et de développement dans le domaine de la formation à la supervision des stages en enseignement.This article describes the context and theoretical background, the methodology, and an analysis of the results of an exploratory study. Prior to the implementation of a training program for practicum supervisors, 236 supervisors were asked to respond to a questionnaire comprising seven questions, and 31 students responded to four open - ended questions. The authors conclude with suggestions for further research and development in the area of training for teaching practicum supervision.Este articulo présenta la problematica, la metodologia y el analisis de resultados obtenidos en la realizaciôn de un estudio exploratorio, previo a la implantacion de un programa de formacion para la supervision de cursos: 236 maestros respondieron un cuestionario de siete preguntas abiertas, en las que la ultima les permitia desarrollar sus propias respuestas; 31 estudiantes respondieron un cuestionario de cuatro preguntas abiertas. Como conclusion, los autores proponen algunas pistas de investigacion y desarrollo dentro del dominio de la formacion a la supervision de pasantias de ensenanza. supervisons de cursos en la ensenanza.Dieser Aufsatz beschàftigt sich mit Problematik, Methodik und erzielten Resultaten zur Realisierung einer Forschungsstudie. Dieser ging die folgende Einfiihrung eines Bildungsprogrammes zur Beobachtung von Praktika voran: 236 Dozenten wurde ein Fragebogen mit sieben Fragen vorgelegt, wobei bei der letzten Frage die eigene Stellungnahme miteingebracht werden konnte. Ein weiterer Fragebogen mit vier offenen Fragen wurde von 31 Studenten beantwortet. Abschlietëend unterbreiten die Verfasser des Aufsatzes verschiedene Forschungs-und Entwicklungmôglichkeiten zur Beaufsichtigung von Unterrichtspraktika im Bereich der Bildung

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Significant Others‐‐the primary student view of practice in schools

Cited by 15 publications

References 7 publications

Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief

Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief

Teacher induction: personal intelligence and the mentoring relationship

Étude préalable à l’implantation d’un programme de formation pour la supervision des stages en enseignement

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