ERIC Number: ED251441
Record Type: RIE
Publication Date: 1984-Feb
Effective Student Teaching Experience: A Qualitative-Quantitative Study. Report No. 9060.
Barnes, Susan; Edwards, Sara
Three cooperating teacher-student teacher dyads identified as "most effective" and three dyads identified as "least effective" were compared and contrasted to determine characteristics that distinguished the more from the least effective experiences. Ten quantitatively scored instruments, administered to both cooperating teachers and student teachers, measuring a variety of personality, attitude, cognitive and professional characteristics, provided the quantitative data base. Individual journals, interviews, audiotaped conferences, and observations provided the qualitative data base. Findings indicated that certain practices of interaction during the student teaching experience are associated with more effective experiences: (1) a proactive stance; (2) clear and specific communication; (3) verbal and behavioral consistency; (4) adaptability; (5) analytical self-reflection; and (6) a positive, problem-solving approach. It was also found that every student teacher in a more effective experience reduced the amount of pupil movement in the classroom, while every student teacher in a less effective experience allowed progressively more movement. (Author/JD)
Descriptors: Comparative Analysis, Cooperating Teachers, Higher Education, Individual Characteristics, Interaction Process Analysis, Interpersonal Communication, Preservice Teacher Education, Program Effectiveness, Student Teachers, Teacher Attitudes, Teacher Behavior, Teacher Student Relationship, Teaching Experience
Communication Services, Research and Development Center for Teacher Education, Education Annex 3.203, The University of Texas at Austin, Austin TX 78712.
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.