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- W2072521805 abstract "The focus of this study is the knowledge teachers acquire about their pupils and how it may change as teachers gain classroom experience. Twelve student teachers (five elementary, seven secondary) were asked to describe several of their pupils at the beginning, middle, and end of the student teaching experience. In addition, summary evaluations of the student teachers' professional growth were obtained from their university supervisors. The elementary teachers injected more of themselves into the profiles than their secondary counterparts. That is, they reasoned psychologically and described interventions almost four times more often than the secondary novices; and included their affective responses to pupils three times more often. As the elementary novices acquired experience, they began to see pupils as well-rounded individuals with lives that extended beyond the classroom. They also tended to perceive themselves as intimately connected to their pupils' problems. In contrast, the secondary novices appeared to approach student teaching with many innacurate assumptions about pupils. This may have been the result of a teacher education program that entailed several brief — rather than one extended — clinical experiences prior to student teaching. As the semester progressed, the secondary student teachers saw expectations and stereotypes violated. Low-growth elementary and secondary student teachers injected themselves least into the profiles they wrote, and they tended to describe pupils in terms of relatively few characteristics." @default.
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- W2072521805 date "1991-01-01" @default.
- W2072521805 modified "2023-10-16" @default.
- W2072521805 title "How student teachers describe their pupils" @default.
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- W2072521805 doi "https://doi.org/10.1016/0742-051x(91)90041-m" @default.
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