Search results for: Practicum
Page 9/11 102 items
The relationship between an associate teacher and student teacher is a crucial aspect of the practicum experience in pre-service teacher education. This paper discusses a study which investigated the nature and substance of the professional relationship established between associate teachers and student teachers during a final block practicum.
Updated: Dec. 09, 2009
Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A Collaborative Self-Study of Practicum Supervision by Faculty
This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about their work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty.New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.
Updated: Aug. 25, 2009
This paper examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools.
Updated: Jun. 10, 2009
The paper explores the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience. This model puts its emphasis on relationships and pays attention to the complex and dynamic interactions between individuals and their ‘student teaching’ contexts.
Updated: Jun. 08, 2009
Articulation and Re-Articulation: Development of A Model for Providing Quality Feedback to Pre-Service Teachers on Practicum
This article describes a model developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. The article sets in place a useful framework that simplifies the different stages of the feedback process.
Updated: Jun. 01, 2009
In this study, the authors determine the efficacy of two-way videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Participants include two special education pre-service teachers and four university supervisors of practicum and student teaching experiences.
Updated: May. 07, 2009
Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English-speaking countries. The article explored the concerns of 20 Asian pre-service teachers before and after their practicum in Australian schools. Language barriers and cultural differences were identified concerns before the practicum.
Updated: Apr. 30, 2009
The Effects of Laboratory-based and Field-based Practicum Experience on Pre-service Teachers' Self-Efficacy
The goal of this study was to explore the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. 59 undergraduate students participated in the program. The participants were placed into two groups, LB design and FB design. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program.
Updated: Mar. 31, 2009
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching.
Updated: Jan. 19, 2009
Impact of Case-Based Instruction on Student Teachers' Reflection on Facilitating Children's Learning
The purpose of this experiment was using case-based instruction during a seminar, for promoting practicum about facilitating children's learning. During the 6-week instructional period, two groups learned using case-based instruction plus traditional instruction, and one group studied the same curriculum using traditional instruction only. Trend analysis suggest that case-based instruction results in improved reflection about facilitating children learning.
Updated: Dec. 03, 2008