Search results for: Teacher placement
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Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers’ experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest the pre-service teachers view their mentors as models for future selves, based on a simplistic dichotomisation of good and bad practices. The results highlight how mentor teachers act predominantly as gate keepers of school culture rather than as a source of support for pre-service teacher learning. Findings are discussed from the perspective of local and international implications for teacher preparation.
Updated: Sep. 24, 2019
In this article, the authors examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context.
Updated: Dec. 04, 2016
Drawing on extensive survey and administrative data on all teachers, students, and schools in a large, urban district, this study investigates whether certain kinds of field placement schools predict later teacher performance. It finds that teachers who learned to teach in field placements with stronger teacher collaboration, achievement gains, and, to a lesser degree, teacher retention were subsequently more effective at raising student achievement. However, these kinds of schools were less likely to be used as field placements.
Updated: Aug. 31, 2016
Selecting Teaching Practice Schools across Social Contexts: Conceptual and Policy Challenges from South Africa
The article explores the question of placing student teachers for their field experience in schools for a diversity of social and educational conditions in South Africa. It outlines the criteria that a sample of teacher educators uses for placing student teachers in ‘suitable’ schools, and relates these criteria to placements in challenging social and educational contexts.Different conceptual models for understanding the link between Teaching Practice placements and a social justice approach to teacher education have been outlined, and a position advanced for understanding and developing the elements of the different models within their particular historical context. These conceptual models are helpful but not sufficient to capture the aspirations, pressures and dilemmas involved in preparing teachers for a range of schooling contexts.
Updated: Jan. 06, 2016
Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation
This paper focuses on professional work placements for teachers of business and management. Two perspectives are articulated. On the one hand, a didactic perspective will examine the reconstruction of ‘business’ as an object to be taught by the teachers. On the other hand, the professionalisation dynamics point of view will examine the shifts in teachers’ perceptions.
Updated: Sep. 02, 2015
“Because Uni is totally Different than What You Do at TAFE”: Protective Strategies and Provisions for Diploma Students Traversing their First Professional Experience Placement at University
This article used a phenomenological approach to understand students’ previous knowledge and experiences as they navigated through their first professional experience unit. The study identified factors including institutional structures and course content as challenging to the diploma student. To ensure diploma students can successfully transition to and participate in their first professional experience unit at university, all stakeholders including the university, the academics teaching the students, and the students themselves need to commit to a multilevel support programme.
Updated: Sep. 01, 2015
Pre-service Teachers’ Sense of Efficacy: Relationship to Academic Ability, Student Teaching Placement Characteristics, and Mentor Support
This study was designed to examine elements of teacher preparation programs that may be related to pre-service teachers’ sense of efficacy. This study found that the academic measures, such as GPA at graduation and Praxis scores, were not significantly correlated to TSES total score. The results also show that pre-service teachers’ perceptions of support during student teaching had a significant moderate correlation to the TSES scores.
Updated: Jan. 13, 2015
Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education
The authors investigated preservice field placements in community-based organizations (CBOs) as potentially strategic contexts for learning about relational aspects of teaching. Authors followed two cohorts of 12 candidates from their first quarter of preparation into their first year of teaching. Findings from this study highlight the types of learning outcomes that preservice community-based placements potentially afford, as well as factors that make some placements more educative than others.
Updated: Feb. 27, 2013
In this article, the author examines the expectations of a group of site-based teacher educators. Each of these teacher educators attempted to support a pre-service teacher who struggled to achieve satisfactory outcomes on their professional placement. The current article is concerned with the bases for strong emotional experiences. The article also raises questions in relation to how we can support teachers make sense of discourses that shape their lives and their emotions, particularly with respect to site-based teacher educators' expectations of their pre-service teacher.
Updated: Mar. 17, 2011
This study systematically tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences through the varied phases of their professional placements involving steadily increasing levels of professional responsibility. The results indicated that the pre-service teachers' beliefs about good teaching evolved from a belief in being in control through expertise to a belief in being in control through charisma and building relationship with their students.
Updated: May. 25, 2010