Search results for: Practicum
Page 1/9 85 items
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
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Updated: Nov. 17, 2019
Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes
This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.
Updated: Nov. 10, 2019
Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers’ experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest the pre-service teachers view their mentors as models for future selves, based on a simplistic dichotomisation of good and bad practices. The results highlight how mentor teachers act predominantly as gate keepers of school culture rather than as a source of support for pre-service teacher learning. Findings are discussed from the perspective of local and international implications for teacher preparation.
Updated: Sep. 24, 2019
A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg
In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, the authors found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.
Updated: Sep. 12, 2019
International Service Learning and Critical Global Citizenship: A Cross-case Study of a Canadian Teacher Education Alternative Practicum
The purpose of this study was to examine how an international experience within a teacher education program impacted on the development of student teachers as classroom teachers. The authors argue that the findings demonstrate how the ISL practicum enhanced self, difference, and global awareness, which would have positive effects on their teaching, especially with respect to meeting the needs of students from marginalized backgrounds.
Updated: Oct. 17, 2018
This article aims to present a systematic review of research studies on school practicum to identify the main critical points and also provide a wider perspective to the researchers in the field. The findings reveal that many of the reviewed studies take pre-service teachers as their main participants. Furthermore, the authors examined the main issues that emerged regarding mentoring. This article also found that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample.
Updated: Jul. 12, 2018
Using Critical Incidents and E-Portfolios to Understand the Emergent Practice of Japanese Student-Teachers of English
This article aims to describe the nature of emergent practice arising from conflicts student-teachers experienced in a teaching practicum and its implications for teacher learning. The authors used critical incident (CI) writing in ePortfolios as a means for student-teachers to record conflicts experienced and what was learned from them. The authors identified new teaching principles students developed through this experience. Furthermore, the authors also identified techniques and strategies they felt helped them teach effectively at their schools. Lastly, the critical incident also gives a view into the teaching principles, strategies, and world-view which comprise student-teacher emergent practice. The authors also regard the issue of theory to practice.
Updated: Apr. 22, 2018
This study examines the development, description, and illustration of inherent requirement (IR) statements in relation to the professional practice component of an initial teacher education (ITE) course. The authors used consultative group processes with stakeholders involved in ITE to identify seven IR domains. Furthermore, they used interviews with academics to develop first-person narratives and to illustrate pre-service teachers’ performance in complex professional practice scenarios. Then, university staff and pre-service teachers rated the narratives in relation to three of the IR domains. In conclusion, the authors believe that these narratives have potential to exemplify the IR, to develop understanding of professional practice performance requirements for pre-service teachers and to assist the decision-making of teacher educators.
Updated: Feb. 13, 2018
This study aimed to examine the process through which three student caregivers learned to develop relationships with a key infant in the context of an infant practicum course. The results revealed that the power and value of relationships were an essential context for learning about infant development, infant care and education, and preparation of infant professionals. As they developed reciprocal responsiveness with their key infants, the students shared that they experienced emotional rewards and intimate connections, and gained confidence in understanding and caring for infants. The results also highlight the importance of parent–caregiver relationships. The authors found that the caregivers benefitted from having opportunities to get to know their key infants’ families.
Updated: Feb. 07, 2018