Name of the TIG:
Student-Teacher Transition (name change suggestion Research and teacher education)
One day a student, the next a teacher. Many things happen before this wonderful moment, most of all the student teacher learns, studies and develops many things. Before graduation the student shows his academic skills by planning and executing a research culminating in a bachelor thesis or dissertation. Throughout the world ideas differ over what these academic skills actually are and what kind of research is important for an primary or secondary teacher. How student teachers are prepared for this formidable task and how they are supervised is also very variable. And of course the relation between theory and practice will be discussed. Can student teachers make the transfer between theory and practice? How can we help them do this? The TIG aims to share good practices and research base succes stories. Together we explore the many way’s we guide, teach, grade, correct, supervise and inspire the student teachers to learn what we have to offer. We have much to learn from each other.
Theme for the 2018 annual ETEN conference
The last phase of the student teacher is a very hectic phase. Deadlines must be met and at the same time the student teacher teaches many lessons taking up a lot of time. During that time we - as teacher educators - expect growth in their teaching, we want them to explain better, listen better, arrange their teaching better, etc. We expect them to couple theory to their practice and reflect on their progress. This is very hard to do while you are on a busy schedule and life feels like a rat race. We feel however that slowing down to a pause can have a profound effect on the growth of the student teacher. During this pause the student teacher gets time to read, reflect and talk about teaching and what kind of teacher they want to become. Therefor the theme of the TIG student-teacher transition at the 2018 ETEN conference in Rotterdam will be: Pause to transform.
Format of the sessions:
In 2017 we visited the international school in Gotenburg and assessed the qualities of the teachers using our own assessment tools. After this we discussed our outcomes and had several 30 minute presentations followed by questions and discussions. Presentations may covered succes stories; experimental training methods; alternative scholing routes and outright disasters.
Theme for previous annual ETEN conferences
When is good, good enough. At what point and with what tools do we assess the practical skills of the student in order to decide to graduate him/her to teacher? Very interesting questions can be asked: what is the basis of the assessment of the school practice? Does more experience as a student teacher make a better teacher? What is the function of a school practice in the development of the teacher and how is it graded? What is the role of the practice school in the forming of the student?
Name of TIG leader and contact details:
University of Applied Sciences Leiden
Faculty of Education
Postbus 382, 2300 AJ Leiden, The Netherlands