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Student teacher beliefs before and after the internship
Descriptive
TitleInfo
Title
Student teacher beliefs before and after the internship
Name
(type = personal)
NamePart
(type = family)
Schramm-Possinger
NamePart
(type = given)
Megan
NamePart
(type = date)
1971-
DisplayForm
Megan Schramm-Possinger
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author
Name
(type = personal)
NamePart
(type = family)
McCune
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(type = given)
Lorraine
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Lorraine McCune
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Advisory Committee
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chair
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Penfield
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Douglas
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Douglas Penfield
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Advisory Committee
Role
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internal member
Name
(type = personal)
NamePart
(type = family)
Firestone
NamePart
(type = given)
William
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William Firestone
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice
DisplayForm
Maurice Elias
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - New Brunswick
Role
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school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-05
CopyrightDate
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2012
Place
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(type = code)
xx
Language
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eng
Subject
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Topic
Education
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_3889
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
vii, 76 p. : ill.
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Megan Elise Schramm-Possinger
Abstract
(type = abstract)
Teachers’ beliefs about pedagogical practices and disciplinary procedures as well as their perceptions of students powerfully influence the corresponding approaches they utilize. The student teaching experience is cited as one of the most critical facets of teachers’ professional development. That which is learned by student teachers during their apprenticeship shapes their core set of beliefs, priorities, and schemes of effective practice in an enduring manner. This makes the comparison of beliefs held by pre-service teachers immediately after having completed their core didactic coursework with those held immediately after the student teaching experience of great interest. This comparison provides clues to the effects of the didactic experience and the student teaching experience on students’ core beliefs. Also noted within the academic research base are the striking disconnects between the poignant lessons learned in the field and theories of best pedagogical practice. Realities within “real classrooms” such as learner diversity, external mandates to cover a wide array of material, and the pressures of high stakes testing are just some of the factors influencing this discrepancy. This research reveals that student-teachers’ espouse humanistic beliefs upon completion of their didactic coursework. A belief in humanistic, in contrast to custodial orientations, was retained on behalf of participants after they student taught. Changes in reference to specific practices such as the use of external rewards to shape student behavior were more highly prioritized after immersion in the field, suggesting that even if discrete changes -- born of experience – emerge, overall belief systems stay intact. The frequently positive evaluation of the student teaching experience on behalf of participants was noted, as was the relationship between the said perceptions and either having had an unequivocally negative apprenticeship or having confronted a surmountable challenge.
Subject
(authority = ETD-LCSH)
Topic
Student teachers--Attitudes
Subject
(authority = ETD-LCSH)
Topic
Student teaching
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065262
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T3T152K7
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Schramm-Possinger
GivenName
Megan
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2012-04-09 20:28:17
AssociatedEntity
Name
Megan Schramm-Possinger
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime
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(qualifier = exact);
(point = start)
2012-05-31
DateTime
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(point = end)
2012-11-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after November 30th, 2012.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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791040
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798720
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