Search results for: Internship programs
Page 2/2 18 items
The purpose of this study was to explore how middle grades interns planned, conducted, and reflected upon their teaching practices as the result of conducting action research. The findings revealed that conducting action research engaged the participants in inquiry into their own practice. The interns realized that this process gave them the opportunity to question their existing personal beliefs and to reform their personal theories upon which change in practice could support effective student learning. Additionally, this process was a means to reflect upon and determine ways to change their teaching practices. These interns focused on the students and used assessments that would help them to learn how to assist all of their students, including those that were struggling. Finally, meaningful action research that involves critical examination requires a great deal of cooperation.
Updated: Mar. 04, 2015
The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making
This study examined the influence of technology-based internships on teachers’ instructional decision-making during their first year in the classroom. The findings indicated that the technology internship exposed participants to such realities as time and classroom management, adaptation to available technology resources, and introducing new tools to students.
Updated: Feb. 17, 2015
Beginning and End of the Internship: Student tTachers’ Interpersonal Profiles and the Accuracy of their Self-beliefs
The purpose of this study concerns student teachers’ interpersonal profiles and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. The findings reveal that there were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves.
Updated: Dec. 23, 2014
How Is the Internship Going Anyways? An Action Research Approach to Understanding the Triad Relationship between Interns, Mentors, and Field Advisors
The author examines at the relationship between mentors, interns, and field advisors on a theological internship programme from an action research perspective. The author uses the work of Hans Georg Gadamer as a conceptual framework. The findings reveal that three themes emerged: One of the behavioural themes that came out of each interview with the interns and mentors was the as sense of the initial emotional uncertainty it is connected with the field advisor. Another finding that emerged is the role of the field advisor as the reflective friend. The third finding centres on the theme of the field advisor as being an insider/outsider.
Updated: Aug. 05, 2013
This article explores the potential value of mobile technologies in supporting work-based learning. The authors describe a small exploratory study that they conducted in health care education in which medical students work in hospital practice. The results reveal that co-assistants in both the survey and the pilot are most positive about the potential role of the PDA in searching for clinical information, such as reference books, guidelines or protocols, and rules of thumb. However, most co-assistants do not see the PDA as a valuable tool for communicating with others.
Updated: Oct. 24, 2012
The present paper argues that the lack of attention to mentoring in teacher education reflects Marx’s notion of hidden labor in economic systems. The article draws on discussions from an American mentor teacher advisory council to illuminate otherwise marginalized aspects of mentors’ work. The authors conclude that “intersection contexts”, where the voices of various constituencies in the mentoring of pre-service teachers can be heard, should be developed.
Updated: Dec. 06, 2011
Consonance and Dissonance in A Study Abroad Program as A Catalyst for Professional Development of Pre-Service Teachers
This research investigates the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. The authors use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England.
Updated: Apr. 01, 2009
The study examined the effect of international student teaching experience on the professional and personal development of preservice teachers. 26 graduate students in a private university in Turkey had a two-month internship in a mid western state in the United States. The main component of the internship was a six-week student teaching experience in high schools. The findings suggest that the international student teaching experience and the overall internship program with its cultural components contributed in a positive way to student teachers’ professional and personal development and helped student teachers increase their cultural awareness.
Updated: Jan. 26, 2009