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Exploring Interaction between Student Teachers During the Student Teaching Experience

机译：探索学生在教学过程中师生之间的互动

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摘要

The purpose of this study was to explore social interaction between student teachers during the student teaching experience. This descriptive study consisted of 22 student teachers from the spring 2007 semester at Texas A&M University. Data were collected immediately following conclusion of the 12-week internship at a regularly scheduled face-to-face meeting. It was concluded that every student teacher interacted with a peer during the experience. However, they interacted with only a small percentageof their peers on a weekly basis and they did not interact at all with a large portion of their peers. Student teachers most frequently used either the telephone or face-to-face opportunities to interact. The majority also frequently used email and textmessages to interact. Facebook, MySpace, and instant messaging were used very little. Depending on the purpose, student teachers interacted with different small networks of three to five peers. Different student teachers emerged as key players or opinion leaders, depending on the reason for interaction. This exploratory study yielded a considerable number of questions for further inquiry.
机译：这项研究的目的是探索在学生教学过程中学生教师之间的社会互动。这项描述性研究由2007年春季学期的德克萨斯A＆M大学的22名学生教师组成。在为期12周的定期实习会议结束后，将立即收集数据。结论是，在体验期间，每个学生老师都与同伴进行了互动。但是，他们每周只与一小部分同龄人进行交互，并且根本不与大部分同龄人进行交互。学生教师最常使用电话或面对面的交流机会。大多数人还经常使用电子邮件和文本消息进行交互。 Facebook，MySpace和即时消息很少使用。根据目的，学生教师与三到五个同龄人的不同小型网络进行交互。根据互动的原因，不同的学生老师会成为主要参与者或意见领袖。这项探索性研究提出了大量问题，需要进一步研究。

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