Search results for: Field work
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Given the scarcity of research on how teacher educators prepare teacher candidates to successfully bridge coursework and fieldwork, the authors conducted a case study of six literacy teacher educators to investigate how they described learning experiences designed to help teacher candidates navigate varied coursework and fieldwork. Teacher educators described intentionally creating learning experiences that connected coursework and fieldwork, but often lacked an explicit articulation of these connections to candidates. Few educators described learning experiences that engaged and supported candidates to critically examine encountered curricular contexts and then enact responsive literacy instruction using curricular materials from fieldwork.
Updated: Feb. 28, 2022
Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work
In this conceptual article, the authors present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, they argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. They conclude by considering how this framework helps to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.
Updated: Jul. 18, 2020
Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching
During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
Updated: Jul. 07, 2020
From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, the authors identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.
Updated: Jul. 06, 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