Challenge and support: the dynamics of student teachers’ professional learning in the field experience

By S. Tang. 2003

201 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/94a58e83630515c49a6954df4e79f1db96c67ceb

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In Education

Citations in the corpus

Critiquing Teacher Preparation Research (2015, background): “Although acknowledging the importance of fieldwork/clinical practice, many researchers are skeptical that spending more time in schools necessarily results in improved teacher learning (e.g., Bullough et al., 2003; Capraro, Capraro, & Helfeldt, 2010; Ronfeldt & Reininger, 2012; Tang, 2003).”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “In the framework of pre‐service teacher education, research has shown that student teaching practice in the school serves as the most significant factor in the shaping of the student teachers’ experience of training to be a teacher (Lanier & Little, 1986 ; Ben‐Peretz, 1995 ; Tang, 2003 ).”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “Student teaching experiences, considered the most influential components of a teacher education programme (Richardson-Koehler 1988, Tang 2003, Glenn 2006), shape student teachers’ development as novice teachers.”
An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience (2010, result): “This finding is in line with Tang ( 2000 , as cited in Tang 2003 , 492) in which she concluded that cooperating teachers ‘focused on immediate classroom practice rather than wider educational issues as well as practical rather than theoretical issues’ but also in contrary to Strong and Baron’s ( 20”