Search results for: Field experiences
Page 4/11 103 items
Selecting Teaching Practice Schools across Social Contexts: Conceptual and Policy Challenges from South Africa
The article explores the question of placing student teachers for their field experience in schools for a diversity of social and educational conditions in South Africa. It outlines the criteria that a sample of teacher educators uses for placing student teachers in ‘suitable’ schools, and relates these criteria to placements in challenging social and educational contexts.Different conceptual models for understanding the link between Teaching Practice placements and a social justice approach to teacher education have been outlined, and a position advanced for understanding and developing the elements of the different models within their particular historical context. These conceptual models are helpful but not sufficient to capture the aspirations, pressures and dilemmas involved in preparing teachers for a range of schooling contexts.
Updated: Jan. 06, 2016
The goal of this article is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor’s classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. The findings indicate that preservice teachers placed in a year-long residency with a supportive mentor experienced a pedagogical fulcrum as they gained confidence while balancing their course learning, authentic involvement in the classroom, and praxis. Additionally, they navigated the tributaries of professionalism as they transitioned from student to educator. The findings suggest that preservice teachers benefited from mentors who were able to help them implement their course learning, and explained the nuances of their pedagogical approaches.
Updated: Dec. 16, 2015
This study aimed to investigate the impact of video models on teacher candidates’ readiness for and capacity to self-evaluate their teaching performance in an early fieldwork (EFE) lesson. The findings indicate that teacher candidates benefited by viewing videos in preparing for their teaching experience. In addition, candidates who had access to the video models and rubrics did not overestimate their performance.
Updated: Dec. 08, 2015
The purpose of this study was to better understand how preservice teachers’ participation in a technology-focused early field experience called Tech Club influenced their perceptions of teaching and learning. Findings highlight the importance of early field experiences and establish a rationale for providing preservice teachers early opportunities to practice with technology in authentic contexts.
Updated: Oct. 13, 2015
In this article, the authors describe the essential characteristics of co-teaching and what is appropriately called apprentice teaching. They also outline the similarities and differences between these two collaborative practices, including overall program structure, the contributing characteristics of the participating individuals, and the nature of the professional relationships.
Updated: Sep. 24, 2015
This study was conducted to better understand how preservice teachers’ perceptions of global concepts related to teaching, learning, and technology, were influenced by participation in a technology-focused early field experience within the authentic context of an early childhood laboratory preschool. Findings indicated that preservice teachers’ perceptions of pedagogy and technology are influenced by the early childhood-focused early field experience.
Updated: Jul. 28, 2015
In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. The authors found that pre-service teachers’ initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities. With support, pre-service teachers can learn to collaborate and find collaboration useful. Finally, collaboration in fieldwork settings can further develop collaboration skills.
Updated: Jul. 13, 2015
The current review of literature examines 14 studies that utilized virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities.
Updated: Jul. 05, 2015
Joint Observation of Student Teaching and Related Tripartite Dialogue during Field Experience: Partner Perspectives
This study explored the implementation of partnership-based joint observation and related tripartite dialogue (JOTD) of student teachers as part of field experience, from the multiple perspectives of student teachers, supporter teachers and tutors. The findings indicate that student teachers, supporter teachers and tutors involved in this study were generally positive about their experiences of JOTD. As the findings further suggest, there may be situations which require some level of flexibility in the implementation of JOTD without necessarily disturbing the spirit of collaborative partnership. In conclusion, the findings from this exploratory study suggest that student teachers, supporter teachers and tutors had a range of views about their experiences while implementing JOTD.
Updated: Jun. 23, 2015
Exploring the Role of Field Experience Context in Preservice Teachers’ Development as Mathematics Educators
The purpose of this article is twofold: (1) to describe two mathematics field experiences which varied greatly in their context, and (2) to examine the influence of these field experiences on preservice teachers’ perspectives and development as educators in general and as mathematics educators specifically. The participants were 33 preservice teachers seeking their initial teaching certification: . Sixteen math camp field experience participants and The 17 traditional field experience participants. The findings suggest that the context of the traditional field experience did not provide the preservice teachers with the same level of support for the development of their mathematics knowledge and skills as did the math camp field experience.
Updated: Jun. 21, 2015