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1.
John Trent 《Asia-Pacific Journal of Teacher Education》2013,41(4):426-440
This paper reports on a qualitative study that investigated the lived experiences of a group of pre-service English language teachers during a teaching practicum in Hong Kong. Multiple, in-depth interviews with student teachers were conducted during a 6-week practicum to understand the students’ experiences of becoming teachers. A contribution of this study is to use the analytic lens of teacher identity to understand the challenges, one group of pre-service teachers confronted as they positioned themselves, and were positioned by others, as particular types of teachers during their practicum. The results of this study suggest that a critical perspective, grounded in an identity-theoretic understanding of pre-service teachers’ practicum experiences, is needed to reveal and then overcome antagonistic relations that might threaten the identity work of trainee teachers. Endorsing calls to rethink the practicum, the types of support that might be offered to pre-service teachers are critically examined and suggestions for the ways in which stakeholders, such as teacher educators and school-based supporting teachers, can best facilitate the identity work of pre-service teachers undertaking a teaching practicum are offered. Implications for future research are also discussed. 相似文献
2.
Despite considerable attention given to mentoring in initial teacher education little is known about mutual perspectives in perceptions of students and mentors regarding assessment and how this affects the quality of the student's teaching. Perceptions of assessment during practicum might impede the learning dialogue during mentoring and affect the student's achievements. A comparative qualitative study was conducted in Norway, Israel and The Netherlands to examine how student teachers (74) and mentors (52) perceive good mentoring regarding assessment of practice teaching and the interplay between the two processes. A semi‐structured questionnaire was used to analyse the perceptions on assessment during the practicum appraisal. Findings indicate that mentors and students differ slightly on key aspects of assessment, but agree more in the way it is being applied. From an assessment point of view, the differences between mentor and students may lead to a different approach in advice or recommendation to improve teaching action across the three national borders. 相似文献
3.
This article reports on a study into student teachers’ perceptions about their professional development during practicum. Framed within a symbolic interactionist perspective, the study examined to what extent, and how effectively, one group of student teachers was able to integrate theory and practice during a three-week practicum in the first year of their degree. The context for this mixed methods study was a Master of Teaching, graduate-level entry programme in the Faculty of Education at an urban Australian university. Although there is a strong field of literature around the practicum in pre-service teacher education, there has been a limited focus on how student teachers themselves perceive their development during this learning period. Further, despite widespread and longstanding acknowledgement of the ‘gap’ between theory and practice in teacher education, there is still more to learn about how well the practicum enables an integration of these two dimensions of teacher preparation. In presenting three major findings of the study, this paper goes some way in addressing these shortcomings in the literature. First, participants in this study largely valued both the theoretical and practical components of their programme, which stands in contrast to the commonly identified tendency of the student teacher to privilege practice over theory. Second, opportunities to integrate theory and practice were varied, with many participants reporting the detrimental impact of an apparent lack of clarity around stakeholders’ roles and responsibilities. Third, participants overwhelmingly supported the notion of linking university coursework assessment to the practicum as a means of bridging the gap between, on the one hand, the university and the school and, on the other hand, theory and practice. 相似文献
4.
This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors. 相似文献
5.
Eleni Loizou 《欧洲师范教育杂志》2011,34(4):373-386
The aim of this study was to describe the diverse experiences of early childhood student teachers and mentors during the teaching practicum over the period of one semester, and trace power aspects within the relationship of 20 dyads. Data collection included repeated entries within a reflective journal, following specific guiding questions. The data were analysed using patterns of common reference to relationship issues. Findings of the study identified trends of power which present a powerful mentor and an empowered student teacher in relation to practicum issues. Both parties exhibited powerful behaviour in different situations, suggesting that a healthy professional relationship allows for parallel contribution. Thus, when considering teaching practicum for student teachers and programmes for mentors, an elaborated discussion on the diverse facets of power should take place. 相似文献
6.
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010–2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students’ diverse learning needs, in recognising multiple students’ perspectives and in grounding their understanding of what it meant to be a teacher ‘for real’. 相似文献
7.
Catherine Sinclair 《Asia-Pacific Journal of Teacher Education》2008,36(2):79-104
In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi‐motivated to be 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. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages. 相似文献
8.
9.
Outi Tiainen Riitta-Liisa Korkeamäki Mariam Jean Dreher 《Scandinavian Journal of Educational Research》2018,62(4):586-600
This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. 相似文献
10.
Yiting Chu 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):251-271
In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed. 相似文献
11.
Katariina Stenberg Antti Rajala Jaakko Hilppo 《Asia-Pacific Journal of Teacher Education》2016,44(5):470-485
This article presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. To evaluate the design, we analyse and compare student teachers’ portfolios across two implementations of the teacher practicum: a thematic practicum based on the proposed design and the conventional class teacher practicum of the University of Helsinki. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum. On the basis of our results, we make suggestions regarding how to promote theory–practice reflection in teacher education. 相似文献
12.
This collaborative self-study details the experiences of an Australian teacher educator and a Canadian teacher educator, who led teacher candidates on international practicum placements to the Cook Islands and Kenya respectively. Focusing on critical incidents, they collaboratively analyzed dilemmas that occurred when providing professional development sessions for local teachers during these placements. These dilemmas required the teacher educators to think deeply about their beliefs and practices in these contexts. Findings from the study included the teacher educator’s tendency to make assumptions about good teaching and learning practices that were reflective of their personal pedagogical values and beliefs; their discomfort with their perceptions of some neo‐colonial practices within these international practicum sites and uncertainty about how to navigate the resultant tensions; and, the need to view the work of teacher educators though a new cultural lens when working in transnational contexts. Implications for teacher educators working with local hosting teachers during international placements include the need to understand and acknowledge the complexity of this dimension of teacher educators’ work, and for teacher educators to engage in parallel learning journeys with the teacher candidates they accompany. This involves critically reflecting on the experiences, assumptions, and beliefs that they bring to their new contexts, as well as adopting a global perspective and a deep consciousness of how one is perceived by others who are culturally, racially, or linguistically different. 相似文献
13.
John Trent 《Teacher Development》2014,18(1):29-45
This article describes the results of a qualitative multiple case study investigation of the experiences of preservice teachers during a teaching practicum in Hong Kong. The study uses in-depth interviews with pairs of student teachers and their school-based supporting teachers to understand how the former positioned themselves as particular types of teachers through mutual interactions with other communities of teachers during a teaching practicum. Three case studies explore the ways in which the pairs of student teachers not only supported each other within the context of a teaching team, but also jointly deployed strategies to establish and defend the values of teaching and learning that were afforded a premium by their community of preservice teachers. The results underscore the importance of investigating relations between different communities, such as student teachers, school-based teachers and school authorities if the learning goals of the teaching practicum are to be attained. Implications for how relations that foster the professional development of all teachers within and across different communities during a teaching practicum might be achieved and sustained are discussed and implications for future research considered. 相似文献
14.
Jeanne Maree Allen 《Teaching and Teacher Education》2011,27(4):742-750
This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory-practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment. 相似文献
15.
《师资教育杂志》2012,38(2):128-139
Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities. 相似文献
16.
Teacher education institutes are in search of alternative models of field experiences, inspired by collaborative learning. This study examines team teaching. We focus upon the assistant teaching model, in which the student teacher assists the mentor during teaching. We investigate which assisting activities student teachers prefer, how student teachers and mentors experience these activities and the conditions for implementation they foresee. Data were gathered using activity reports, reflective documents and questionnaires. Results show that the preferred assisting activities mainly consist of guiding pupils during individual and team work and of teaching a part of a lesson in front of an entire class group. The assistant teaching model has both advantages (professional growth, …) and disadvantages (feelings of unfamiliarity, …) for the student teacher. Advantages and disadvantages have also been reported for mentors (support, high workload, …) and pupils (support, confusion, …). Finally, several conditions for successful implementation of the assistant teacher model are discussed. 相似文献
17.
This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring
experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data
were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and
reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective
interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting
their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged
in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing
the practicum teachers’ contributions. The influence of the mentoring functions on the seven practicum teachers’ ill-structured
problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance
the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies
in solving real-world teaching problems. 相似文献
18.
Woon Chia Liu 《Asia Pacific Journal of Education》2020,40(2):154-166
ABSTRACT This paper, using the Self-Determination Theory (SDT) as the underpinning framework, examines student teachers’ basic psychological needs, their subjective experience and their perceived teaching competence during practicum. It attempted to establish whether there were distinct groups of student teachers with different needs satisfaction, and how their levels of needs satisfaction were related to the groups’ subjective experience and perceived teaching competence. Quantitative data were collected. Data were analysed using cluster analysis and MANOVA. Overall, the results suggest that SDT can be effectively utilized as a framework for looking at how needs satisfaction is related to student teachers’ subjective experiences and perceived competence in teaching during practicum. The findings from this study are useful in providing evidence for teacher educators to strengthen their practicum model and plan mentoring workshops. The findings also provide much-needed insights into groups of student teachers that may need more support during practicum. Finally, the findings may help mentors understand their mentees better. 相似文献
19.
This multiple-case study investigated the experience of three preservice teachers who attempted formative assessment (FA) strategies in their English as a second language writing class during their teaching practicum in a secondary school in Hong Kong. Based on data from 17 lesson observations and 24 interviews, the study examined the three teachers’ implementation of FA strategies during cycles of pre-, while- and post-writing stages. Also analyzed are the teachers’ reflections on and their mentors’ and students’ evaluation of their FA implementation. The study found the teachers could translate their understanding of FA principles into teaching and assessment strategies appropriately, but the school’s accountability culture worked against their innovation. School mentors’ open-mindedness and support to their FA attempts were found to be crucial. The findings are discussed centering on key issues in the relational, developmental and contextual dimensions of the teaching practicum and their impact on preservice teachers’ practice and attitude. 相似文献
20.
Pernilla Nilsson 《Teachers and Teaching》2013,19(2):188-201
In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education. 相似文献