ERIC Number: ED353237
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Defining Teacher Education by Recognizing What Students Expect from Educational Experiences.
Rancifer, Jesse L.
This paper describes a study designed to determine the congruency of preservice student learning experiences with student needs and expectations. During the 1991-1992 academic year, 39 secondary student teachers responded to 3 analytical questions about their student teaching experiences. Responses were analyzed and ranked in three categories. In the category "Things about Student Teaching That Went Well," student teachers ranked "good relationship with cooperating teachers" first, followed by "got along with students very well." In the category "Things about Student Teaching That Did Not Go Well," they ranked "lack of student discipline" first, followed by "classroom management organizational skills." In the category "Reasons Student Teaching Did Not Go Well," they ranked"inconsistency in handling student discipline" first, followed by "teaching above class." Ranked lowest were "lack of adequate lesson preparation time" and "lack of knowledge of computer software used by teacher." Analysis of the results indicated that since the things student teachers listed as not having gone well were subjects taught in teacher preparation courses, consideration should be given to changing the design of courses and program in two areas: improvement in courses that provide students with strong content mastery and providing intensive corrective supervision to student teachers. (IAH)
Descriptors: Classroom Techniques, Educational Improvement, Educational Objectives, Educational Research, Higher Education, Preservice Teacher Education, Secondary Education, Student Attitudes, Student Teachers, Student Teaching, Teacher Education Curriculum, Teacher Education Programs, Teaching Experience, Teaching Skills
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A