Search results for: Practicum
Page 5/11 101 items
A Phenomenological Study of an International Teaching Practicum: Pre-service Teachers’ Experiences of Professional Development
The purpose of this article is to identify, examine and describe the pre-service teachers’ perceived gains of professional development during an international teaching practicum. The data reveal that the international teaching practicum stint has enhanced the pre-service teachers’ awareness of aspects of language and language teaching-learning. Furthermore, this observational learning has assisted the pre-service teachers to internalize new learning and experiences. Finally, teaching in the Maldivian schools was a new learning experience for the pre-service teachers, who have gained understanding of new world views of education and culture from teaching English in Maldives.
Updated: Oct. 12, 2015
This article examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences.
Updated: Sep. 02, 2015
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Updated: Aug. 16, 2015
In this study, the authors report the results of a two-year ethnography study of a teaching practicum in Brazil based on the coteaching | cogenerative dialoguing model. This study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself.
Updated: Jul. 05, 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 the challenges encountered by student teachers during their practicum experience. They coded the data independently and found three major themes: 1. Student teaching is a very stressful period for preservice teachers, due to the workload and to student behavior issues; 2.The most positive aspect of student teaching is the formation of positive relationships with the mentor teacher and with students. 3. If given a chance to do so, few student teachers would change their experiences and are optimistic about their futures.
Updated: Jul. 01, 2015
This research addressed the question: What aspects of teacher candidates’ practice do we pay attention to when we are judging their readiness to teach? The findings suggest that there is broad agreement amongst the judges as to what the cues are in judging readiness to teach, that comparable weight is given to these cues and that judges use more than one type and source of evidence when making their decisions. The judges see multiple aspects of a teacher candidate’s performance as relevant to their decisions. The findings show that these participants were thoughtful and careful about how they made their decisions, used a range of evidence sources and types to back up their choices and could articulate what they thought was most important in teacher candidates’ performance.
Updated: Jun. 22, 2015
This article examines how primary school mentor teachers made their decisions regarding teacher candidates' practicum performance. The mentor teachers’ explanations for their decisions gave the authors access to their ‘cue utiltisation validities’ - how they used the cues they identified. Within the participant group some appeared to emphasise personal attribute dimensions, other professional practice dimensions; for others it was difficult to determine a preference. There was, however, evidence that the mentors did not emphasise one thing to the exclusion of the other cues with weaker cues being used to moderate their decisions. Overall, the judgment-making in this study was considered, careful and reasoned e and widely variable. There was also some evidence of internal dissensus for individual mentors, leading to confusion around assessment of TC practice.
Updated: Jun. 03, 2015
This paper reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The findings indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.
Updated: Apr. 15, 2015