Search results for: Field experiences
Page 11/11 104 items
This paper presents a model for implementing a field experience program in a technology-enhanced pedagogical laboratory where teacher candidates practice and reflect on theory-based instructional strategies. The model consists of three steps: teacher candidate preparation, laboratory experience, and reflection.
Updated: Jul. 10, 2008
A study was conducted to explore how experienced teachers learn informally through classroom teaching activities. Four aspects of activities were studied: behavior, cognition, motivation and emotion. Findings demonstrate that cognitive, affective, motivational and behavioral aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. The authors argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion.
Updated: Mar. 04, 2008
What is the impact of an international field experience on preservice teachers? A study of 15 American teacher education students who completed a 4-week international practicum included various evaluation methods. With few exceptions, the overall benefits included both professional and personal changes, such as increased confidence, and better appreciation of different cultures.
Updated: Feb. 05, 2008
This article examines the gap between the practicesthat beginning teachers learn in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. The authors describe the theory of horizontal expertise and how its use can address the problem. They then identify three processes essential to the development of horizontal expertise: the exchange of tools, the negotiation of social languages, and argumentation.
Updated: Jan. 02, 2008