{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80418"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80418","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"English Student Teachers' Perceptions of Successful Student Teaching","abstract":"As the culminating experience in teacher preparation, student teaching should be a time for student teachers to experience success before entering the work force. This study examined student teachers' opinions in order to better understand how they perceive themselves as successful as opposed to how cooperating teachers or on-site university coordinators gauge their success. Nineteen English student teachers from one large Midwestern university were interviewed both before and after their student teaching. Fifteen of the participants were female and four were male. Content analysis of interview transcriptions revealed four major interdependent themes affecting student teachers' self-analysis of success in student teaching: learning, relationships, confidence, and respect.","abstract_html":"As the culminating experience in teacher preparation, student teaching should be a time for student teachers to experience success before entering the work force. This study examined student teachers' opinions in order to better understand how they perceive themselves as successful as opposed to how cooperating teachers or on-site university coordinators gauge their success. Nineteen English student teachers from one large Midwestern university were interviewed both before and after their student teaching. Fifteen of the participants were female and four were male. Content analysis of interview transcriptions revealed four major interdependent themes affecting student teachers' self-analysis of success in student teaching: learning, relationships, confidence, and respect.","abstract_has_math":false,"creators":["Wilson, Cynthia Lou"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Clift, Renée T."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:57:03Z","date_published":"2015-09-25T19:57:03Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Teacher Training"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971220"],"render_values":[{"text":"(MiAaPQ)AAI9971220","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80418","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Clift, Renée T."]},{"key":"dc:creator","label":"Author","values":["Wilson, Cynthia Lou"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:57:03Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80418","(MiAaPQ)AAI9971220"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As the culminating experience in teacher preparation, student teaching should be a time for student teachers to experience success before entering the work force. This study examined student teachers' opinions in order to better understand how they perceive themselves as successful as opposed to how cooperating teachers or on-site university coordinators gauge their success. Nineteen English student teachers from one large Midwestern university were interviewed both before and after their student teaching. Fifteen of the participants were female and four were male. Content analysis of interview transcriptions revealed four major interdependent themes affecting student teachers' self-analysis of success in student teaching: learning, relationships, confidence, and respect.","Made available in DSpace on 2015-09-25T19:57:03Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9971220.pdf: 11761541 bytes, checksum: 6e51088a75b38c4b3c696eb6b681727c (MD5) Previous issue date: 2000","Embargo set by: Seth Robbins for item 81700 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","288 p.","Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2000."]},{"key":"dc:title","label":"Title","values":["English Student Teachers' Perceptions of Successful Student Teaching"]}]}],"canonical_facts":{"dc:contributor":["Clift, Renée T."],"dc:creator":["Wilson, Cynthia Lou"],"dc:date":["2015-09-25T19:57:03Z","10000-01-01","2000"],"dc:description":["As the culminating experience in teacher preparation, student teaching should be a time for student teachers to experience success before entering the work force. This study examined student teachers' opinions in order to better understand how they perceive themselves as successful as opposed to how cooperating teachers or on-site university coordinators gauge their success. Nineteen English student teachers from one large Midwestern university were interviewed both before and after their student teaching. Fifteen of the participants were female and four were male. Content analysis of interview transcriptions revealed four major interdependent themes affecting student teachers' self-analysis of success in student teaching: learning, relationships, confidence, and respect.","Made available in DSpace on 2015-09-25T19:57:03Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9971220.pdf: 11761541 bytes, checksum: 6e51088a75b38c4b3c696eb6b681727c (MD5) Previous issue date: 2000","Embargo set by: Seth Robbins for item 81700 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","288 p.","Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2000."],"dc:identifier":["http://hdl.handle.net/2142/80418","(MiAaPQ)AAI9971220"],"dc:language":["eng"],"dc:subject":["Education, Teacher Training"],"dc:title":["English Student Teachers' Perceptions of Successful Student Teaching"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}