Type of Document Thesis Author Mendoza, Katrina URN etd-05052004-204003 Title Lessons Learned: Reflecting Back on Student Teaching Degree Master of Science Department Middle and Secondary Education, Department of Advisory Committee
Advisor Name Title Nancy Davis, Ed.D Committee Chair Alejandro Gallard, Ed.D Committee Member Owen Gaede, Ed.D Committee Member Keywords
- Student Teaching
- Science Education
Date of Defense 2004-04-29 Availability unrestricted AbstractStudent teaching serves as the culminating field experience to teaching programs all over the country. Student teaching is the time when a prospective teacher’s beliefs are tested and when theory and practice collide or align. Prior to student teaching, prospective teachers take education classes to learn theories behind teaching and learning. Although there are scattered field experiences in many “methods” courses, the semester of student teaching provides continuous full immersion in classrooms. Student teaching is the event in a prospective teacher’s educational career that warrants the application of that theoretical knowledge.
This research analyzed the student teaching experience through the eyes of the student teacher/researcher, a graduate science education student. The teacher-as-researcher method gives the research relevancy and promotes more action research to be done to improve practice. The qualitative research methods used in this study produced a narrative (through evocative writing) of my student teaching experience. The purpose of the research is to show the importance of teacher reflection and how its use can benefit prospective and practicing teachers alike. Its analysis took the form of narrative reframing and interpretations were made based on a larger reference frame to make sense of the experience.
This research produced personal findings, as well as, general findings. The main findings of this research indicate: 1) the importance of the student teaching setting (including the school and cooperative teacher) in promoting or hindering student teacher confidence and self-efficacy; 2) the importance of reflection in learning to teach and teaching to learn; and 3) the importance of having a support system/peer interaction during student teaching. These findings prove to have implications in teacher practice, teacher education, as well as, further research.
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