This website uses cookies to ensure you have the best experience. Learn more

Student Teacher Relationships In Teacher Program Education S

3098 words - 13 pages

The learning contained in this example may result unsubstantial for many readers but, in essence, it illustrates a genuine piece of knowledge that is often displayed in schools and has been long time neglected in Teacher Education Programs.

Making the student to use the dictionary may be not among any canonical response to the problem (not knowing the concept of condensation). It may be thought that it should have been better to tell the Student Teacher to prepare more consciously the key concepts of the lesson next time. We agree. But we also believe that any form of knowledge should be considered valid as far as it is useful when dealing with practical situations. For us we have in this example, in the very end, an expert teacher’s rule of thumb to solve the problem quickly the next time the Student Teacher might face a similar situation. If the mentor teacher, as expert, recommend using that rule is because it serves for a purpose, although it might be a temporarily one, a necessary footstep that leads to more sophisticated –and probably more canonical- strategies.

Therefore, the sum of pedagogical principles such as the one described above constitutes part of the practical knowledge repertoire that expert teachers use in their daily teaching, a crucial aspect that not only outlines particular teaching patterns but also determines professional roles and identities.

The important issue therefore is finding ways to make this valuable knowledge explicit and communicable to others, especially the ones that are learning the profession. But, apart from that it is also important to articulate them into theories of -and for- practice that may be utilized by other professionals (both in service and pre service). Practical knowledge is often tacit in the mind (Meijer, Verloop & Beijard, 1999; Verloop, Van Driel & Meijer, 2001) of expert teachers and it is not usually accessible or verbalized unless they are triggered to reflect upon what they usually do (Shulman, 1986, 1987); In this case, the classroom teacher may not think about the use of the dictionary until she is asked about when to use it. The mentoring interactions portray habitual classroom situations that help thinking over particular Student Teachers’ performance (Clarke, 2001) eliciting, as a consequence, tacit knowledge that is only in the expert teacher’ mind. These genuine interactions between an expert teacher and a student teacher triggers critical reflection processes on teaching experiences and invites to further think of what can be done in similar future situations.

In this chapter our objective is twofold: On one hand we aim at (1) stressing the relevance of seizing the practical knowledge that emerge in mentoring conversations –as the one contained in the previous example- leaving other aspects of the interaction behind (i.e. personal engagement, emotional commitment, roles, etc.); and, on the other hand, (2) describing a possible procedure that may help to make that...

Find Another Essay On Student-Teacher Relationships in Teacher Program Education s

Parent-Teacher Relationships Essay

749 words - 3 pages parents blame teachers and do not think about what a teacher is meant to do, educate.When parents prepare to send their children back to school they think about school supplies, new bedtimes, and the onset of homework. But parents shouldn't forget to assess their own involvement in their child's school and education. ?There is a growing expectation from good schools that parents will be more actively involved in their children's education than in

parent teacher relationships Essay

680 words - 3 pages you think you understand what is expected of you as a parent or guardian by your child’s teacher or teachers? Thinking about your involvement with your child’s school, would you say you feel like an insider or an outsider? Do you feel like you are a full partner in the process of educating your child, or would you say that your involvement in your child’s education is less than that? Students are usually given grades of A, B, C, D or F to

teacher-student relationship

916 words - 4 pages later will take resistance action against the former’s order. According to Graham, West and Scahller (1992), teaching is a relational process which involves effective communication to achieve the teaching goals. So that, to obtain the goal of education, it is necessary to start with good relationship in the whole process of classroom communication. Yet, the teacher-student relationship is multifarious. It is because its nature already implies power

Teacher and Student Relationship

1829 words - 7 pages Teachers and their students have a special relationship; what they do affects each other. Teachers and students can't survive without one another since there would be no teacher without any student. Based on this special relationship, a certain expectation has been developed in the classroom environment. Gradually, some spoken or unspoken rules and systems have been established between these two individuals which exist till now. On the surface

Teacher and Student Rights

781 words - 4 pages Teacher and Student rights have been evolving ever since the 60’s and 70’s. Prior to this, teachers substituted as the students’ parents while they at school, “en loco parentis”. Now, teachers have been restricted from laying a single hand on students or even saying anything that may offend them. In addition to strict regulations for teachers, they also implemented more limitations on students. Although I don’t think that teachers or

Student and Teacher Plagiarism

676 words - 3 pages . “The number of reports of teacher cheating has increased from 69 three years ago to 263 in the past year, she said.” (Beckett, 2011) This trend is as important a data point as student plagiarism is. “Further, an overwhelming majority — 89 percent — say computers and the Internet have played a major role in the rise in stealing others work and claiming it as their own.” (Webley, 2011) This appears to be a valid correlation; however, technology

Certificate in Education (teacher training in UK)

3974 words - 16 pages Thornes, SpainHerne, S., Jessel, J. & Griffiths, J. (2000) Study to teach, a guide to studying in teacher education, Routledge Press, London.Imel, Susan. (1995). Inclusive Adult Learning Environments.Digest No. 162 []. (2003, April 3)Kelly, A. (1999) The curriculum: theory and practice, fourth edition, Paul Chapman Publishing, London.Kerka, S. web page adult learner retention 1995 revisited, ERIC

Vocational Teacher Education Reform

2043 words - 8 pages on vocational teacher education at the macro (national) level were stiffer requirements for entry into teacher education programs and, to a lesser extent, more credit hours/time devoted to student teaching/clinical-type experiences with public schools (Lynch 1991). Until 1993, the discussion of reform of teacher education in the vocational education literature was limited to individual authors' suggestions for a vocational education response to

physical education teacher

1233 words - 5 pages physical activity calendar for the older children. ( C) Also teachers should lead by example; a physically fit PE teacher is a positive influence on all students. Also teachers should share their own physical activities with the students from time to time to motivate them to be active

Teacher Expectations and Education

2379 words - 10 pages Teacher Expectations and Education One thing I’ve learned this year is that teachers must always strive to adapt to the wide range of individual student abilities, learning styles, and interests even within a single class, but still maintain reasonable expectations, especially if tracking is present in the school. Through my observations, it seems that teacher expectations for students became increasingly lower with each "track

Teacher Education Reflection

1024 words - 4 pages The quotation above inspired me to embark on this project as I have just been the protagonist of a highly profitable and unforgettable experience in the US over the months of January and February, 2009. At the American Language Institute (ALI), division of the College of Extended Studies of San Diego State University (SDSU), I had the privilege of doing the TEFL/TESL course of its Teacher Training & Certificate Program. During the training, I

Similar Essays

Teacher Student Relationships Essay

2649 words - 11 pages Teacher-Student Relationships First and foremost, teachers should focus on their relationship with the students, because without that bond, there is little chance of managing the classroom efficiently. Students should be aware that the teacher wants them to be successful both in and out of the classroom (Backes & Ellis, 2003). The best way for teachers to show students this desire is to exhibit a personal interest in all aspects of the

Teacher Relationships Essay

677 words - 3 pages when to intervene."Continuity of care in child care and education programs is important for infants' and toddlers' feelings of security. Helen Raikes (1993) observed infants and toddlers in child care centers and found that 91% of the children who stayed with a teacher more than 1 year felt secure, whereas only about 50% of those children who were with a teacher for a shorter period of time felt secure.""A more recent study of more than 1,000

Student And Teacher Relationships Go Bad

1062 words - 5 pages student teacher relationships staring making their appearance in the news in the early 1990s and in todays modern times, it seems that there is a new story about them in the news almost every other day. From female teachers sexual abusing their middle school students, to high school teachers having sex with their students in exchange for an A in the course, and even elementary students being harassed by their physical education coach, it seems

Correlations Between Teacher Student Relationships And The Student's Development

2734 words - 11 pages Interactions are in Articles 3, 6, 7, 10, 11, 12, 13, 15, 16 Thesis: Teacher-student relationships develop from daily classroom interactions between teacher and students. The establishment of warm, positive, healthy teacher-student relationships and interactions is crucial to student’s emotional, behavioral, and cognitive development. Article 7 According to Allen (2013), improving the quality of teacher-student interactions within the classroom