Search results for: Practicum
Page 10/11 101 items
The article focuses on the year of entitled practicum in England. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analyzed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority.
Updated: Sep. 21, 2008
The article examines the collective goals, functions and teachers' change in professional representations or repertoire of actions through collective activity. The study relates to a frame work to data collected from new teachers in the induction year in Scottish secondary schools.
Updated: Sep. 21, 2008
The article describes a qualitative and quantitative studies regarding practicum in New Zealand. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programs. A discussion of survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of practicum studies.
Updated: Sep. 21, 2008
This article explored empirical studies of early childhood educators' experience with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate, considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices.
Updated: Sep. 04, 2008
Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback
The article explores data from first tear preservice teachers and supervisors, regarding more collaborative approaches to the first year early childhood education practicum at an Australian regional university. The data is directed at improving the effectiveness of the preservice teacher knowledge acquisition, and meaning making of the practicum.
Updated: Sep. 01, 2008
This paper presents a study on what motivate student teachers to become primary teachers. The most common reasons for choosing teaching reflected a positive self-evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum.
Updated: Aug. 27, 2008
The article describes a qualitative case study into mentoring preservice teachers in rural Australia. The study focused on the special characteristics of rural education, its isolation and difficulties, exploring the variety of settings and widely ranged professional experience of the mentors. Recommendations for mentors and teachers in these settings are included.
Updated: Mar. 06, 2008
Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge
The success of the program entitling British schoolchildren to learn a modern foreign language, depends on adequately trained teachers. The study presents a study involving 18 teacher education institutions that focus on the preservice teacher's confidence in the subject knowledge, and require a month of practicum abroad. The study explored the benefits and difficulties associated with the experience through questionnaires and focus group.
Updated: Feb. 10, 2008
The article describes a comparison study of Australian and Canadian cooperating teachers. The authors contrast the local settings and draw on the differences with respect to the cooperating teachers' preparation and compensation for their role in practicum settings and the complex relations between schools and universities.
Updated: Jan. 10, 2008
E-learning teacher training programs and the use of customized virtual learning environments are the subjects of this article. The study was based on data that was gathered on the impact of e-learning on students and concluded that the success of the programs could be attributed to a balance between face to face and e-learning together with the nature and structuring of the e-learning tasks, as well as other elements, such as the focus on professional learning and its immediate application in the work-place and others.
Updated: Dec. 31, 2007