Search results for: Field based program
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In the field of teacher education, the disconnect between university-based coursework and practical field experiences has long been a concern. To make teacher preparation coursework more meaningful, some programs partner with P-12 schools to offer site-based courses. Although situated learning for novices in practice-based professions makes sense, more research is needed to determine if, how, and why site-based courses in particular may be beneficial for teacher candidates’ (TCs) learning. In this study, the authors used surveys and interviews with TCs, who had taken the same site-based literacy methods course, to identify which aspects of the course they found most facilitative of connections between the course content and the field. Our findings suggest working with children in classrooms, course instructors’ involvement at the school, and opportunities to discuss and reflect upon their experiences immediately after they had been in the field were the primary features of a site-based course TCs found valuable.
Updated: Mar. 09, 2021
The “wicked problem” of technology and teacher education: Examining teacher educator technology competencies in a field-based literacy methods course
This paper paints a complex portrait of the “wicked problem” of teaching technology integration in a field-based content literacy course in order to analyze how a teacher educator demonstrated a presence (and absence) of Teacher Educator Technology Competencies (TETCs). The study indicates that developing technology competencies in teacher educators shares challenges with broader issues of practice based teacher education. It suggests the TETCs would benefit from a clear grounding in theory and should consider the influence of teacher educator Technological Pedagogical Content Knowledge (TPACK) on teacher educators’ abilities to build and demonstrate competency. Overall, framing teacher educator professional growth and development through the lens of the TETCs facilitated reflection and spotlighted areas of strength, as well as areas for improvement, within practice.
Updated: Feb. 17, 2021
The purpose of this study was to explore the roles and perceptions of Indigenous community partners as co-teacher educators working to improve teacher preparation for Indigenous education. The author found that community partners identified three themes of active involvement to support the needs of urban Indigenous children and their teachers: (a) experiences with Native peoples, (b) professional development, and (c) community. Each of these facets advanced the conversations around the perceptions and roles of Indigenous communities as sovereign stakeholders committed to decolonization in primarily non-Indigenous teacher preparation.
Updated: Sep. 24, 2017
Noticing and Naming as Social Practice: Examining the Relevance of a Contextualized Field-Based Early Childhood Literacy Methods Course
This study examines what early childhood preservice teachers enrolled in a field-based literacy methods course deemed relevant regarding teaching, literacy, and learning. The authors recognize that learning to teach and learning to see oneself as a teacher does not happen within one course or within one field placement. However, they were surprised to find that preservice teachers became more attuned to the more nuanced and complex practices that shape learning and children’s identities as learners. The authors believe early childhood preservice teachers in the study developed the social practice of noticing and naming because they were continually asked to pay close attention to the learners in front of them in relationship to course readings, discussions, and observations.
Updated: Jan. 11, 2015
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 paper describes a university-school collaboration that resulted in the creation and implementation of a field-based teacher education program. Key features of this program included immersion in the field, integrated curriculum, supported reflection, and technology integration.
Updated: Jan. 26, 2008