Search results for: Field work
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Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experienc
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020
In this study, the author investigates how student teachers perceive legitimacy conferred by their cooperating teachers. As this study illustrates, the ways in which cooperating teachers provide access to the lived experience of teaching are consequential. Being more than just a conduit for conveying the knowledge of teaching during the student teaching experience, cooperating teachers must be conscious of the moves they make and the access they provide student teachers to the work of teaching and teachers.
Updated: May. 23, 2017
The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction
The present study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The results revealed that the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented.
Updated: Nov. 07, 2016
The Construction of Researcher–Researched Relationships in School Ethnography: Doing Research, Participating in the Field and Reflecting on Ethical Dilemmas
This article draws upon the author's experience while conducting an ethnographic study in an international school in mainland China. The author reflected on two issues: what field relations were established in what ways, and what threads to ethics and research validity the author encountered in the course of the fieldwork.
Updated: Jan. 19, 2014
An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes
Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17, 000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60[percent] of sampled lessons. Implications for teacher educators in general and special education are discussed.
Updated: Jul. 17, 2008