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ERIC Number: ED528889
Record Type: Non-Journal
Publication Date: 2011
Pages: 119
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1246-0293-6
The Student Teachers' Description of Pivotal Moments during the Process of the Student Teaching Experience: A Grounded Theory Study
Barthuly, Lourra L.
ProQuest LLC, Ph.D. Dissertation, Capella University
Though research exists regarding learning styles, none has been completed specifically on the pivotal moments that occur to teachers while transforming from a student to an educator. Though the student teaching experience has been a practice in many universities, this experience is unchartered territory in the scientific community with regard to how student teaching shapes the outcome of an individual becoming a teacher. Since many studies regarding teacher learning may be done within universities focusing only on educational perspectives, a study from a psychological perspective offers different insights in the student teaching experience. Current educational studies are limited in information regarding the pivotal moments of transformation. This study is a grounded theory qualitative research examining the student teaching experiences. Through this method, the research community gained a better understanding of the pivotal moments experienced in student teaching. Participants in the study each completed a university student teaching experience as part of their higher educational requirements within the four months prior to this research. The sample size was eight participants when data saturation occurred. The data analysis did present themes as the result of coding that identify emergent theories regarding the pivotal moments during the process of change in student teaching. The moment of transition from student to educator encompasses three main characteristics. The characteristics must be evident for that moment to be impactful enough to evoke change. Whether or not that change results in effective educator or not may lie in the formation of the three characteristics of relationship engagement, declaration of teacher identity and reflection cognitive flexibility. The insight gained from this study could lead to a more effective teaching methodology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A