Search results for: Volante Louis
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This study examined preservice secondary science teachers’ perceptions of the classroom learning environment as experienced during their practicum. The study also compared this classroom learning environment to their espoused views of an ideal science classroom. The qualitative findings are corroborated by some of the results from the CLES scales, suggesting that preservice teachers perceived their practicum classrooms to incorporate only a few of the constructivist learning environment factors. Furthermore, most preservice teachers also believed that their practicum should be a flexible apprenticeship, where science teaching innovation was supported.
Updated: Oct. 22, 2013
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A Collaborative Self-Study of Practicum Supervision by Faculty
This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about their work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty.New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.
Updated: Aug. 25, 2009
Relationship Matters: Negotiating and Maintaining Partnerships in a Unique Teacher Education Program
Teacher education has evolved into a cooperative responsibility shared by universities and schools. This paper examines the relationship development, maintenance, and relational intricacies of a Canadian school-university partnership. Specifically, how the Faculty of Education at Brock University has built a conceptual bridge between the university, the partner districts, and the individual schools. Collectively, the partnership and the resulting preparation program within this collaborative venture provide an alternative model with important considerations for other universities and school systems that are interested in fostering effective partnerships.
Updated: Apr. 22, 2009