Search results for: Practicum
Page 1/10 94 items
To identify the tasks student teachers perform during the practicum, a quantitative study was designed using a questionnaire completed by 248 students in their final year of teacher training. The results show that the student teachers did not have the chance to tackle the broad range of teaching tasks, limiting their view of teaching and reducing their training potential. It is necessary to clearly establish the obligations of institutions who collaborate in the practicum, defining participants’ roles and ensuring that this experience encourages appropriate learning.
Updated: Dec. 31, 2020
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spanish preservice teachers’ transformative professional learning experiences evidenced by (1) disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Implications for fostering a third space, namely hybridity and boundary-crossing between university and schools, during teaching practicum are discussed in this paper.
Updated: Dec. 28, 2020
In this article the authors present five trends that are impacting physical education teacher education (PETE). The trends are (a) practice-based teacher education that refines the knowledge base for teacher education, (b) core teaching practices that define the critical teaching practices for successful lifelong teaching, (c) pedagogies of practice that operationalize practice-based teacher education with core practices, (d) the reconnection of health education with physical education, and (e) the Whole School, Whole Community, Whole Child model. They describe each trend, discuss related policy implications and provide examples of how to use these trends in PETE.
Updated: Aug. 29, 2020
From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, the authors identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.
Updated: Jul. 06, 2020
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.
Updated: May. 27, 2020
This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a ‘code clash’ between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a ‘code match’.
Updated: May. 12, 2020
This study sought to explore from the student teachers’ perspectives, the domains of knowledge that they gain from mentoring meetings during residential teaching practice (TP). A qualitative approach which employed open-ended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, on-going mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice.
Updated: Mar. 08, 2020
Why some graduating teachers choose not to teach: teacher attrition and the discourse-practice gap in becoming a teacher
This paper reports on a qualitative case study that investigated the reasons why one group of graduates from an initial teacher education (ITE) program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.
Updated: Mar. 08, 2020
This sequential explanatory mixed-methods study examines the impact of analytic rubric use in peer feedback on preservice teachers’ ability to recognize indicators of best practice for second language lesson planning and lesson delivery. 53 preservice teachers in a university-level, semester-long Teaching English to Speakers of Other Languages (TESOL) practicum course received direct instruction on indicators presented in the analytic rubrics. They were then randomly assigned to control and experimental groups. The experimental group used rubrics with the indicators during peer feedback tasks, while the control group used a modified rubric without the indicators. The result from an independent samples t-test on posttest mean scores indicated a significant difference between groups for both lesson planning and lesson delivery, favoring the experimental group. Qualitative data were also collected via written comments on the posttests and from focus-group interviews. From thematic analyses of qualitative data, three key themes emerged, including specific tensions that resulted from the type of feedback preservice teachers desired and the type of feedback they were willing to give to their peers. These findings provide further insight into the use of analytic rubrics in peer feedback practices in second language teacher education (SLTE).
Updated: Jan. 29, 2020
The present study investigates the nature of Iranian student teachers’ reflections and their professional development in the context of teacher education practicums. The participants were student teachers (N = 41) enrolled in teacher education colleges at Farhangian University in Tehran, Iran. A total of 620 reflective writing excerpts were coded using deductive content analysis across three cohorts in three different practicums during a two-year period. The results show that routine levels of reflection significantly decreased across the three practicums, while technical levels of reflection significantly increased. The higher levels of reflection, namely dialogic and transformative levels, were rarely found in student teachers’ reflective writings across the practicums. This study discusses the need both to develop appropriate methods to guide student teachers in centralized contexts such as Iran and to investigate further aspects that enhance or hinder progress in the quality of reflection in teacher education.
Updated: Jan. 12, 2020