Search results for: Practicum
Page 7/11 101 items
This study examined preservice secondary science teachers’ perceptions of the classroom learning environment as experienced during their practicum. The study also compared this classroom learning environment to their espoused views of an ideal science classroom. The qualitative findings are corroborated by some of the results from the CLES scales, suggesting that preservice teachers perceived their practicum classrooms to incorporate only a few of the constructivist learning environment factors. Furthermore, most preservice teachers also believed that their practicum should be a flexible apprenticeship, where science teaching innovation was supported.
Updated: Oct. 22, 2013
The authors developed the practicum-based microteaching model based on the notion of 'approximations of practice' to explore how the concept provides meaningful opportunities for preservice teachers' teacher learning in a general secondary methods course. The results reveal that the practicum-based microteaching model provided preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial, and for manageable chunking of professional practices. Moreover, this study also found that preservice teachers well accepted the learning tasks such as planning and teaching a microlesson as manageable chunks of professional practices in teacher education.
Updated: Sep. 03, 2013
This paper is a critical account of a particular experience of an Australian teacher educator leading an international teaching practicum in South Africa.
Updated: Aug. 21, 2013
Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
The authors describe a video review process for providing feedback to students and documents students' teaching practices. The authors used the Classroom Assessment Scoring System (CLASS) in a practicum course and student teaching. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support.
Updated: May. 28, 2013
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
This study compared between two modes of teaching observations: face-to-face observations and synchronous remote observations of graduate interns in a southern university at USA. The authors evaluated the differences between the two observational modes and whether these differences affected the quality of teacher preparation. The data suggest that each mode of observation has both benefits and limitations, but neither process was overall a more effective method of evaluating the quality of teaching.
Updated: May. 08, 2013
This article provides a brief overview of Canadian pre-service teacher education. The article also outlines some issues and factors facing and influencing these teacher education programmes, such as declining school enrolment, the use and abuse of technology and social media, the theory–practice divide and accessibility to teacher education programmes.
Updated: Feb. 06, 2013
This article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience. The article then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum. Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes.
Updated: Jan. 28, 2013
The current study investigated the perceptions of 12 New Zealand first-year primary teachers regarding how their practicum experiences prepared them for starting teaching. The findings showed that, while the beginning teachers consistently viewed the practicum as being a key part of their ITE, their practicum experiences were not always helpful in supporting their move into teaching.
Updated: Dec. 25, 2012
This article presents a case study from a larger research study which examined teachers’ experiences as supervisors of preservice teachers. This case study focuses on the experiences of two female supervisors, Kathy and Sally. The findings reveal that three contextual factors are significant to the supervisors' stories: the mature age of the preservice teachers; the preferred collegial practice of the supervising teachers; and the professional recognition they had been afforded by the school.
Updated: Nov. 27, 2012
Additive and Disruptive Pedagogies: The Use of Slowmation as an Example of Digital Technology Implementation
The goal of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation”, as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. This study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
Updated: Jul. 30, 2012