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Teaching Practice for Student Teachers of B. Ed Programme Issues, Predicaments & Suggestions

Year 2009, Volume: 10 Issue: 2, 101 - 108, 01.06.2009

Abstract

In teacher training programme (B.Ed) period of teaching practice is considered as very demanding, hectic and exhaustive. Yet the essence of teacher training lies in it. Every year student teachers are sent for teaching practice to different schools. This period extends approximately for 21-25 days. On returning to department, as per practice, student teachers share their views, concerns, experiences and gains with their lecturers in evaluation session. This feedback proves beneficial while making plans for next session. For last four years, some problems, experiences, impediments remain same for most of the students. This paper takes into account the various predicaments faced by student teachers and ways to strengthen the teaching practice so that reflective teaching practice can be encouraged.

References

  • Bendl, S., Markova, K. & Mojzisova, J. (2007) Integrated Model of student teaching practice, 32nd Annual ATEE Conference England
  • Borko, H. Michalec, P., Timmons M. & Siddle, J. (1997). Student Teaching Portfolios: A tool for promoting reflective practice, Journal of Teacher Education, 48, 345-357.
  • Brookfield, S. (1995). Becoming a critically reflective teacher, San Francisco, Jossey Bass
  • Capel, S.A.(1997). Changes in student‘s anxieties and concerns after their first and second teaching practices, Educational Research, 39, 21-28
  • Constable, H. and Norton, J. (1994). Student teachers and their professional encounters. In I. Reid, H. Constable and R Griffiths (eds) Teacher Education Reforms: Current Research (PP.123-30). London : Paul Chapman
  • Crozier, G., Menter, I. & Pollard, A. (1990). Changing Partnership. In M. Booth, J Furlong & M. Wilkin (Eds.), Partnership in initial teacher training (PP. 44-56). London: Cassell.
  • HU, C. (2006).Student teachers‘ talk during teaching practice: Impact and Implications. In P.L. Jeffery (Ed.), AARE(2005), International education research conference. Creative dissent : Constructive Solutions. Sydney: AARE
  • Husband, C. (1994). Integrating theory and practice in teacher education: The UEA model of action research based teacher education. In B. field & T. field (Eds.), Teachers as mentors: A practical guide (PP. 119-133). London: Falmer
  • Kyriacou, C. & Stephens, P. (1999). Student teacher‘s concern during teaching practice, Evaluation and Research in Education, Vol. 13 (18-31), No. 1 .
  • Lam, J. & Yanfung, M.(2001). Strengthening Teacher training programme: Revamping the model of Teaching practice. Paper presented at 2nd Hong Kong conference on quality in Teaching & Learning in higher education.
  • O` Donoghue, T. & Brooker, R. (1996). The rhetoric and the reality of the promotion of reflection during practice: An Australian case study. Journal of Teacher Education, 47, 99-109.
  • Ogonor, B.O. & Badmus, M.M. (2006). Reflective teaching practice among student teachers: The case in a tertiary institution in Nigeria, Australian Journal of Teacher Education, Vol.31, No.2.
  • Posner, G.J. (1996). Field experience: A guide to reflective teaching (4th ed.). White Plains, NY : Longman
  • Preece, P.F.W. (1979). Student teacher anxiety and class control problems on teaching practice: A cross lagged panel analysis. British Educational Research Journal 5, 13-19.
  • Schecter, S. & Parkhurst, S. (1993). Ideological divergences in a teacher research group. American educational research journal, 30, 771-798
  • Stephens, P. (1996). EssentialMentoring Skills: A practical handbook for school based Teacher Educations, Cheltenham: Stanley Thorness.
  • Theil, T. (1999). Reflections on critical incidents. Prospects, 14 (1 ), 44- 52.
  • Weghorn, A.& Stevens, K. (1996). Communication between theory and practice : New student teachers develop theories of teaching, Australian Journal of Teacher Education, (Vol.21, No.2).

Anupama BHARGAVA Lecturer ( Education)

Year 2009, Volume: 10 Issue: 2, 101 - 108, 01.06.2009

Abstract

References

  • Bendl, S., Markova, K. & Mojzisova, J. (2007) Integrated Model of student teaching practice, 32nd Annual ATEE Conference England
  • Borko, H. Michalec, P., Timmons M. & Siddle, J. (1997). Student Teaching Portfolios: A tool for promoting reflective practice, Journal of Teacher Education, 48, 345-357.
  • Brookfield, S. (1995). Becoming a critically reflective teacher, San Francisco, Jossey Bass
  • Capel, S.A.(1997). Changes in student‘s anxieties and concerns after their first and second teaching practices, Educational Research, 39, 21-28
  • Constable, H. and Norton, J. (1994). Student teachers and their professional encounters. In I. Reid, H. Constable and R Griffiths (eds) Teacher Education Reforms: Current Research (PP.123-30). London : Paul Chapman
  • Crozier, G., Menter, I. & Pollard, A. (1990). Changing Partnership. In M. Booth, J Furlong & M. Wilkin (Eds.), Partnership in initial teacher training (PP. 44-56). London: Cassell.
  • HU, C. (2006).Student teachers‘ talk during teaching practice: Impact and Implications. In P.L. Jeffery (Ed.), AARE(2005), International education research conference. Creative dissent : Constructive Solutions. Sydney: AARE
  • Husband, C. (1994). Integrating theory and practice in teacher education: The UEA model of action research based teacher education. In B. field & T. field (Eds.), Teachers as mentors: A practical guide (PP. 119-133). London: Falmer
  • Kyriacou, C. & Stephens, P. (1999). Student teacher‘s concern during teaching practice, Evaluation and Research in Education, Vol. 13 (18-31), No. 1 .
  • Lam, J. & Yanfung, M.(2001). Strengthening Teacher training programme: Revamping the model of Teaching practice. Paper presented at 2nd Hong Kong conference on quality in Teaching & Learning in higher education.
  • O` Donoghue, T. & Brooker, R. (1996). The rhetoric and the reality of the promotion of reflection during practice: An Australian case study. Journal of Teacher Education, 47, 99-109.
  • Ogonor, B.O. & Badmus, M.M. (2006). Reflective teaching practice among student teachers: The case in a tertiary institution in Nigeria, Australian Journal of Teacher Education, Vol.31, No.2.
  • Posner, G.J. (1996). Field experience: A guide to reflective teaching (4th ed.). White Plains, NY : Longman
  • Preece, P.F.W. (1979). Student teacher anxiety and class control problems on teaching practice: A cross lagged panel analysis. British Educational Research Journal 5, 13-19.
  • Schecter, S. & Parkhurst, S. (1993). Ideological divergences in a teacher research group. American educational research journal, 30, 771-798
  • Stephens, P. (1996). EssentialMentoring Skills: A practical handbook for school based Teacher Educations, Cheltenham: Stanley Thorness.
  • Theil, T. (1999). Reflections on critical incidents. Prospects, 14 (1 ), 44- 52.
  • Weghorn, A.& Stevens, K. (1996). Communication between theory and practice : New student teachers develop theories of teaching, Australian Journal of Teacher Education, (Vol.21, No.2).
There are 18 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Anupama Bhargava This is me

Publication Date June 1, 2009
Submission Date February 27, 2015
Published in Issue Year 2009 Volume: 10 Issue: 2

Cite

APA Bhargava, A. (2009). Teaching Practice for Student Teachers of B. Ed Programme Issues, Predicaments & Suggestions. Turkish Online Journal of Distance Education, 10(2), 101-108.