Search results for: Field experiences
Page 8/11 104 items
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Updated: Jun. 13, 2011
'I Understood the Complexity within Diversity': Preparation for Partnership with Families in Early Childhood Settings
The current article reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. The article argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership.
Updated: Mar. 22, 2011
Preservice Teachers' Perceptions of Field Experiences in Inclusive Preschool Settings: Implications for Personnel Preparation
The goal of this study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking about intervention practices.The assumption was that preservice teachers would write and talk about those experiences that most affected them during their field experience. The data reveal that preservice teachers provided the most information in the strand of child-focused practices, since the focus of their fieldwork related to interventions with individual children. Findings from this study have three implications for the preparation of ECSE teachers.
Updated: Jan. 23, 2011
This article reports a study that examined the reflective practice of three beginning secondary mathematics teachers participated in a one-year university teacher education program and concurrent professional fieldwork experience or practicum. Results show some improvement in the participants' ability to reflect on their teaching during the practicum, while also highlighting the importance of the practicum school context in their professional formation and professional development.
Updated: Nov. 30, 2010
This article describes a pilot of Virtual Schooling (VS) field experience within an initial teacher education program in the USA as part of a national project, including multimedia appendices. This field experience enabled future teachers to observe how an exemplary VS school teacher taught her course using blended technologies. Future teachers’ reflections revealed that they had overcome concerns and misperceptions about VS. Key elements identified include mirroring the natural setting using similar technologies, external and internal information gathering, guided observations and engagement with the class.
Updated: Sep. 27, 2010
This study examined benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school.
Updated: Sep. 19, 2010
The current study utilizes students' journaling and video-recording of field experience teaching sessions as vehicles for inquiry into the development of the process of productive reflection within the piloting phase of an experimental course. The course is designed to improve teachers' interactions with children as well as their implementation of curricula to promote gains in children's social and academic development. The piloting of the course took place in university in the Midwest United States. This article reports on a part of this action research study pertaining to the use of dialogue journals and videos in supervision of preservice early childhood teachers.
Updated: Sep. 05, 2010
Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching
In this article, the authors present a study that investigated intercultural teaching through teachers’ collaborative conversations about critical intercultural incidents in schools. The research was conducted in Canada. The data were generated through Web-CT and face-to-face dialogues between preservice, inservice, and university teachers. Findings focus on teachers’ intercultural decision making and were organized into two subgroups: (a) decisions that tend to involve reflecting (minding) and (b) decisions that involve responding processes.
Updated: Jul. 20, 2010
This paper documents the experiences of pre-service educators participating in a service-learning experience at a Children's Defense Fund Freedom School in the south-eastern United States. Pre-service teachers praised the benefits of a service experience in an urban context and explained how interactions within the programme gave them the insight into the teaching profession. The author argues that this project successfully bridged the gap between teacher education theory and practice.
Updated: May. 25, 2010
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
In this article, the author discusses the disconnect between the campus and school-based components of programs. The article examines a variety of work currently going on across USA in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise.
Updated: Apr. 27, 2010