University of Illinois Urbana-Champaign

Student teachers' thought processes: The evolution of two student teachers' professional beliefs during their student teaching period

Bae, Soyoun T.

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/19588

Description

Title
Student teachers' thought processes: The evolution of two student teachers' professional beliefs during their student teaching period
Author(s)
Bae, Soyoun T.
Issue Date
1990
Doctoral Committee Chair(s)
Spodek, Bernard
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Early Childhood
  • Education, Educational Psychology
  • Education, Teacher Training
Language
eng
Abstract
  • The purposes of this study were (a) to identify the two student teachers' professional beliefs before, during, and after student teaching; and (b) to investigate how their beliefs evolved during their student teaching program.
  • Two student teachers were interviewed before and after student teaching in relation to five teaching episodes. Data were collected using direct observation and stimulated recall interviews. Interviews were also conducted with the cooperating teachers and university supervisor. In addition, observations were made of the student teacher's classroom actions.
  • The following conclusions were drawn: (a) the student teachers constructed a wide variety of professional beliefs; (b) courses, early field experiences, student teaching, and personal experiences were the bases for these student teachers' professional beliefs; (c) the student teachers' classroom practice reflected underlying professional beliefs; (d) there was consistency of beliefs evident during the student teaching period; (e) some of the student teachers' beliefs changed as they passed through each phase, resulting from leaning new things about teaching; (f) the student teaching experience seemed to influence changes in the student teachers' beliefs related to classroom practice, including new experiences, influence of cooperating teacher, influence of the university supervisor, and opportunities to observe the student teaching partner. How the student teachers interpreted their experience also seemed to influence their beliefs; (g) the student teachers were more concerned about teaching methods than about evaluation and assessment, materials, and home and parents both before and after student teaching. They were also more concerned with teaching methods and understanding children than about evaluation and assessment, home and parents, and materials during the whole student teaching period; (h) the student teachers did not have many opportunities to reflect on what to teach, how to deal with parents, how to evaluate children's progress, and how to select appropriate teaching materials; (i) many beliefs were commonly held by the student teachers, the cooperating teacher, and the university supervisor; and (j) the student teachers were influenced by the university supervisor and the cooperating teacher. Implications for teacher education and for future research were drawn.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19588
Copyright and License Information
Copyright 1990 Bae, Soyoun T.

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education