Search results for: Internship programs
Page 1/2 18 items
This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.
Updated: Sep. 13, 2018
Content and Context of the Administrative Internship: How Mentoring and Sustained Activities Impact Preparation
This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.
Updated: May. 27, 2018
The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills
The goal of this study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time.
Updated: May. 11, 2017
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching.First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Updated: Mar. 21, 2017
Effect of Faculty Member’s Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
The purpose of this study was to identify preservice teachers’ attitudes regarding Twitter as an informal professional development tool during their internships. The results reveal that preservice teachers who followed a Twitter account as an informal professional development medium during internship viewed the experience as helpful, particularly with respect to learning about new classroom resources, classroom strategies, and classroom technologies.
Updated: Apr. 20, 2016
“You Are Learning Well My Dear”: Shifts in Novice Teachers’ Talk About Teaching During Their Internship
The purpose of this article is understanding shifts in the nature of intern teachers' justifications for their appraisals of instruction. The results of this analysis of mentor and intern teachers’ arguments about the teaching of solving equations suggest the usefulness of attending to teachers’ justifications for claims about teaching as one measure of an epistemic framework, which guides teachers’ knowledge-in-action.
Updated: Feb. 15, 2016
In this article, the authors describe the essential characteristics of co-teaching and what is appropriately called apprentice teaching. They also outline the similarities and differences between these two collaborative practices, including overall program structure, the contributing characteristics of the participating individuals, and the nature of the professional relationships.
Updated: Sep. 24, 2015
Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice
The purpose of this article is to describe promising practices from a Child and Family Development (CFD) Program within the College of Education at a large, urban university. The authors' goal is to detail their attempts to build a core curriculum and program of study that supports the development of knowledgeable, and skilled, early childhood educators. They propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe their approach to preparing early childhood educators. The CFD program has worked towards creating a stronger, more coherent model for early childhood teacher education. In this model, field experiences are closely integrated with coursework, faculty pedagogies link theory and practice, and faculty and field experience supervisors build close mentoring relationships with preservice teachers to model good teaching.
Updated: Jul. 05, 2015
This study examined whether there is a difference in the effectiveness of three pathways in learning to teach offered across the California State University (CSU) System. It compared traditional campus-based, intern, and online credential programs across a 22-campus system. No significant differences were found among the ratings of the employment supervisors; however, the teachers identified consistent differences between the pathways on all composites. The success of online pathway from the teachers' view is consistent with reviews that indicate that certain online learning conditions result in more effective learning than traditional instruction.
Updated: Apr. 20, 2015
This article describe a high-impact, low-cost, super-capstone course. The course is high-impact because graduating seniors regularly evaluate the course as being one of the most valuable of their college experience. It is low-cost because it requires minimal faculty resources, and super-capstone because it caps a capstone course. The authors described four instructional principles: (1) student-centered learning, (2) affective and experiential learning, (3) empathic listening, and (4) collaborative learning and sharing. The principles are central to humanistic education. They can be implemented in various ways and degrees in a wide variety of courses and disciplines, in large lecture classes and small seminars, and in many other teaching/learning circumstances as well.
Updated: Apr. 14, 2015