Search results for: Field instruction
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The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study. The data collected included semi-structured interviews and classroom observations of the teachers. The study’s findings showed that early career OOF physical science teachers exhibited less developed ePCK and showed more inconsistencies in their ePCK compared to their in-field counterparts. The findings also revealed that ePCK fluctuated for most teachers, representing the tentative nature of emerging ePCK. This study has implications for those who prepare and support newly hired teachers.
Updated: May. 24, 2022
‘I See What I See from the Theory I Have Read.’ Student Teachers Learning through Theory in Practice
This paper presents experiences from a research and development project. In this project, Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers. In addition, an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession.
Updated: Oct. 05, 2016
In this article, the author focuses on ways of embracing and managing a central dilemma of supervision: balancing support with assessment. The author used a case study method to analyze the interactions between eight student teachers and himself, their university field instructor. The author employed at least five different strategies to provide an educative balance of support and assessment of his student teachers’ work and progress: (a) a ‘‘back door’’ critique of their teaching; (b) a depersonalized approach to assessment; (c) a ‘‘green light’’ indication that they ‘‘passed'; (d) humor; and (e) a focus on student learning.
Updated: Aug. 07, 2013
In this article, the authors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special education teacher preparation graduate courses. The authors conclude that they found the case-based methods described here to be invaluable in bridging the gap from the university classroom to the school-based classroom.
Updated: Jan. 23, 2011
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Updated: Jun. 20, 2010