"Life is just my show": Flow, optimal experienceand the unique characteristics of a natural student teacher

Persistent Link:
http://hdl.handle.net/10150/279859
Title:
"Life is just my show": Flow, optimal experienceand the unique characteristics of a natural student teacher
Author:
Jondrow, Mary Grace
Issue Date:
2001
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The focus of this research was on student teachers who are anomalies, in particular those who appear to begin their practicum in a state of affirmation, able effectively to negotiate many of the roles of "teacher" and appear to have few classroom problems. In this report these student teachers are referred to as "Naturals." This investigation sought to explore variation and examine the sources of difference focusing on both the context and the individual. A Natural student teacher was identified, and, utilizing qualitative methodology, observational and interview data were used to create a case to describe this student teacher's experience and unique characteristics. The case of Wendy as a student teacher demonstrated that her practicum semester was characterized by: an ongoing state of enjoyment, flourishing relationships with her cooperating teacher and students, and a focus on a productive learning environment. Using Csikszentmihalyi's (1975) theory of optimal experience and flow, the unique characteristics of Wendy's student teaching are found to be both individual and contextual in source.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Teacher Training.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.title"Life is just my show": Flow, optimal experienceand the unique characteristics of a natural student teacheren_US
dc.creatorJondrow, Mary Graceen_US
dc.contributor.authorJondrow, Mary Graceen_US
dc.date.issued2001en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe focus of this research was on student teachers who are anomalies, in particular those who appear to begin their practicum in a state of affirmation, able effectively to negotiate many of the roles of "teacher" and appear to have few classroom problems. In this report these student teachers are referred to as "Naturals." This investigation sought to explore variation and examine the sources of difference focusing on both the context and the individual. A Natural student teacher was identified, and, utilizing qualitative methodology, observational and interview data were used to create a case to describe this student teacher's experience and unique characteristics. The case of Wendy as a student teacher demonstrated that her practicum semester was characterized by: an ongoing state of enjoyment, flourishing relationships with her cooperating teacher and students, and a focus on a productive learning environment. Using Csikszentmihalyi's (1975) theory of optimal experience and flow, the unique characteristics of Wendy's student teaching are found to be both individual and contextual in source.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Teacher Training.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDoyle, Walteren_US
dc.identifier.proquest3031366en_US
dc.identifier.bibrecord.b42285872en_US
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