A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
TEACHER EDUCATORS' PERSPECTIVES ON THE ROLE OF TEACHERS: IMPLICATIONS FOR THE STUDENT TEACHING EXPERIENCE
Valerie D. Bell, Ed. D.
October 1996

RETURN
edited 01/20/01

 


ABSTRACT

The student teaching experience is considered one of the most important components in the education of future teachers. However, considerable research supports the belief that there is a need to improve the student teaching experience. Therefore, additional investigation is needed to provide insight into this phase of the education of prospective teachers.

The purpose of this research was to obtain the perspectives of teacher educators concerning the role of teachers and the student teaching experience, to furnish insight into the student teaching experience, and to offer recommendations to improve this phase of the education of prospective teachers. Specifically, it was initiated to provide the conceptual framework necessary for a future study which could determine whether these perspectives of teacher educators might influence the student teaching experience of their students.

This study utilized qualitative research methods. Based on a phenonemological approach, it was facilitated through the use of in-depth interviews. The teacher educators interviewed are members of the faculties of university/college education departments and student teacher supervisors. The twenty-one participants are associated with a small liberal arts college, a public urban university, a state university which is part of the state system and has evolved from a normal school, a private urban university, and a branch campus of a state affiliated institution. An original participant from each institution agreed to be interviewed and recommended other faculty members and student teacher supervisors who also agead to be niter-viewed.

Through this research it was possible to identify the participants as confident and active professionals who continuously work to improve their profession. These participants voiced a consistency in their views. Their answers reflected a constancy which depicted their philosophies.

The perspectives of the participants included respect for students as a basic criterion for the role of teachers, the act of reflection as an important practice to encourage learning, and the modeling of learning strategies as a significant function of teachers.

The participants expressed concern for the effectiveness of cooperating teachers and their own inability to have a voice in the choice of cooperating teachers. The participants suggested that more productive communication and collaboration with basic education enterprises are needed to improve this area.

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