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• W177588285 abstract "The student teaching field experience has proven to be one of the most critical components of teacher preparation programs, and yet little is known about how pedagogical skills develop during this period. The purpose of this exploratory study was to examine student teachers' classroom interactions over the course of a 10-week student teaching experience to determine if interactions changed over time. Increases in student-centered interaction patterns could reflect the development of routines and automaticity that have been associated with expert teaching. Middle school student teachers (N=15) were observed for 6 weeks with the Brophy-Guod Teacher-Child Dyadic Observation System. Frequencies of interactions were obtained, and patterns across three time periods were analyzed. Results of the study revealed significant differences across the three time periods: A U-shaped development pattern emerged for eight of nine variables. the interaction frequences were lower in the middle of student teaching than during the beginning and ending periods. Possible explanations for the developmental pattern of the data are explored through discussion of three cognitive phenomena: cognitive restructuring, episodic growth, and paralysis of action. (Author/LL) ***************************************** ****** ************************ Reproductions supplied by EDRS are the best that can be made from the original document. ******************* *********** *************** ********** **************** Changes in Student Teacher Pupil Interactions: Cognitive Restructuring or Paralysis? U.11. P.IPARTMENT iRmeArooft Office ol Eoucattoom Roaserch ivy Itoproveoftot EDUCATIONAL RE3OURCE5 INFORMATION CENTIR (Epic) n Nig doCurA01 Ale beton twoducoo focAtvo0 from fft owitoo Or orowlizahon oromme Pko Or coartime haw boon made to 'moray* ,OrOtfuction outthfy Poml of %flow of coma,* mattoo fa too Oocar mon! do oaf oCSufoly ripmeen1 (clot OERI poeltion Of poilcy M. Gail Jones Assistant Professor School of Education University of North Carolina at Chapel Hill Elizabeth Vesilind Graduate Assistant School of Education University of North Carolina at Chapel Hill Abstract PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) The siudent teaching field experience has proven to be one of the most critical components of teacher preparation programs, and yet little is known about how pedagogical skills develop during this period. The purpose of this exploratory study was to examine student teachers' classrocin interactions over the course of a ten-week student teaching experience to determine if interactions changed over time. Increases in student-centered interaction patterns could reflect the development of routines and automaticity that have been associated with expert teaching. Fifteen middle grades teachers were observed for six weeke with the Brophy-Good Teacher-Child Dyadic Observation System. Frequ lies of interactions were obtained, and patterns across three time periods were analyzed. Results of the study revealed significant differences across three time periods. A U-shaped developmental pattern emerged for eight of the nine variables; the interaction frequencies were lower in the middle of student teaching than during the beginning and the ending periods. This pattern emerged across the four different content areas, regardless o' the place of the lesson in the unit plan. Possible ..4xplanations for the developmental pattern of the data are explored through discussion of three cognitive phenomena -cognitive restructuring, episodic growth, and paralysis of action." @default.
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• W177588285 modified "2023-09-27" @default.
• W177588285 title "Changes in Student Teacher-Pupil Interactions: Cognitive Restructuring or Paralysis?." @default.
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