Search results for: Howley Peter
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Just Add Hours? An Assessment of Pre-service Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Updated: Jul. 09, 2017
The goal of this study is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The main findings are that pre-service teachers found practice-based experience and the subsequent reflections using teaching rounds very valuable compared to other learning experiences. The authors also found that pre-service teachers undertaking a Masters teaching degree were significantly more insightful about planning for and reflecting about teaching practice than those undertaking an undergraduate degree.
Updated: Jul. 31, 2016
This article outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes.
Updated: Jan. 27, 2016