Student teachers' growth toward independence: An analysis of their changing concerns |
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| Institution: | 1. The College of New Jersey, Department of Special Education, Language, and Literacy, 2000 Pennington Rd., Ewing, NJ 08628-0718, USA;2. University of Pennsylvania, Graduate School of Education, 3700 Walnut St., Philadelphia, PA 19104-6216, USA;2. Section of Cardiothoracic Surgery, Department of Surgery, New York Medical College, Valhalla, New York;1. Université du Québec à Montréal, Montréal, Québec, Canada;2. Atmospheric Numerical Weather Prediction Research, Environment Canada, Dorval, Canada;3. University at Albany, Albany, NY, USA;4. National Center for Atmospheric Research, Boulder, USA;5. University of Pécs, Faculty of Science, Szentagothai Research Center, Pécs, Hungary;1. Ohio University, 309 McCracken Hall Athens, OH 45701, United States of America;2. University at Buffalo/SUNY, 568 Baldy Hall, Buffalo, NY 14260, United States of America |
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| Abstract: | A year-long study was conducted to address questions concerning student teachers' concerns and the development of those concerns over time. Journals kept by 19 elementary student teachers during their 1-year education program showed that these students: (a) evidenced a broad range of concerns, (b) developed toward independence from student to teacher as they progressed through their education program, and (c) reflected over educational aims and practices when given opportunities and support to do so. This study suggests that teacher educators may enhance student teachers' learning and professional development by encouraging their inquiry and reflection. |
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