International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Work placements
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5 items
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The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement.
This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice.
Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework.
A case study methodology informed the approach taken.
Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews.
The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education.
They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
Published: 2021
Updated: Aug. 08, 2022
2
Teacher education involves encountering ethical dilemmas connected to teaching.
Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences.
The current study focuses on the challenges experienced by student teachers during work placement education.
The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care.
The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers.
Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils.
When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
Published: 2021
Updated: Mar. 07, 2022
3
In this study the authors report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia.
SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers.
Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements.
Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness.
There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.
Published: 2021
Updated: Jan. 19, 2022
4
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers and the attributes of teachers' schools are key moderators. The evidence suggests that attrition from teaching is (a) not necessarily 'healthy' turnover, (b) influenced by various personal and professional factors that change across teachers' career paths, (c) more strongly moderated by characteristics of teachers' work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives.
Published: 2008
Updated: Dec. 14, 2008
5
This article describes an adaptation of action research that can be used specifically for the purposes of reviewing educational courses where the participants move out of the research process after one cycle. The author found a limit to the intentional use of action research in her study of a tertiary course that was being offered within the action learning framework of work placements.
Published: 2008
Updated: Apr. 01, 2008