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1.
In 1999, all student teachers at secondary I level at the University of Bern who had to undertake an internship were asked to participate in a study on learning processes during practicum: 150 students and their mentors in three types of practicum participated—introductory practicum (after the first half‐year of studies), intermediate practicum (after two years of studies) and final practicum (after three years of studies). At the end of the practicum, student teachers and mentors completed questionnaires on preparing, teaching and post‐processing lessons. All student teachers, additionally, rated their professional skills and aspects of personality (attitudes towards pupils, self‐assuredness and well‐being) before and after the practicum. Forty‐six student teachers wrote daily semi‐structured diaries about essential learning situations during their practicum.

Results indicate that in each practicum students improved significantly in preparing, conducting and post‐processing lessons. The mentors rated these changes as being greater than did the student teachers. From the perspective of the student teachers their general teaching skills also improved, and their attitudes toward pupils became more open. Furthermore, during practicum their self‐esteem and subjective well‐being increased. Diary data confirmed that there are no differences between different levels of practicum in terms of learning outcomes, but give some first insight into different ways of learning during internship.  相似文献   

2.
This article provides a professional model for practicum supervision using supervisors with equal responsibility and status. The authors discuss the influence of preprofessional guilds on practicum supervision and cite the major tenets that distinguish a profession from a guild. A model that attempts to meet some of the deficiencies identified in the literature on practicum supervision is proposed. With this model we stress the use of professional knowledge in both the content and process of practicum supervision. Dual-focus supervision is seen as the integration and application of two approaches to practicum supervision. Theory congruency is defined as the ability to translate espoused theory into practice. Interpersonal dynamics refers to the ability to recognize and attend to the impact of the counselor's and the client's behavior on each other. The application of the model is described, and examples from the use of the model are given. Student comments tended to support their satisfaction with the dual-supervision model. The model was seen to produce changes in trainee behavior and in supervisor behavior.  相似文献   

3.
The authors attempted to gain an understanding of critical incidents (CIs) from the perspective of novice counselor trainees during their 1st year of supervised clinical practicum. Journals kept by 9 trainees in master's‐level counseling programs were qualitatively analyzed using the discovery‐oriented research methodology (A. Mahrer, 1988). One hundred fifty‐seven CIs emerged in 5 major categories: (a) professional identity, (b) personal reactions, (c) competence, (d) supervision, and (e) philosophy of counseling. Implications of the findings are discussed for counselor development theory and research, as well as counselor training.  相似文献   

4.
The title of the 2014 Australian Teacher Education Association (ATEA) conference was Teacher Education, An Audit: Building a platform for future engagement. One of the conference themes was Professional Experience: What works? Why? I seized upon this theme and the title of the conference as it afforded me an opportunity to do an audit of my research in professional experience over the last 25 years. This article presents this evidence base and the messages I have taken from this evidence. I have done this in the hope that, by collating some of the insights gained from the past and the present, it will help to “build a platform for future engagement” in professional experience. In preparing this article I was asked by the Editors to reflect also on how I developed my distinctive line of inquiry and expertise in relation to the practicum across an extended period. These reflections are included. I hope they will support university-based teacher educators in enhancing their satisfaction and achievements from working in this stimulating and provocative field of study.  相似文献   

5.
The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum. Four hundred and eighty student teachers from the largest teacher education institution in Israel responded to a questionnaire with 68 closed items asking for their evaluation of various components of the teacher education program in relation to preparing them for teaching, and about sources for support during the practicum. The main findings show that the practicum is evaluated highly by a large majority of students; however, students find importance in the more theoretical aspects of their education as well. Institutional‐based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and school‐based mentors. School principals were perceived not to be supportive of student teachers during the practicum. The findings align with previous research in terms of importance of the practical aspects in preparation for teaching, however not as a replacement for theoretical courses. Moreover, findings suggest that school principals do not include school‐based teacher education as part of their professional responsibility.  相似文献   

6.
This paper describes a study of 28 student‐teachers during a three‐week practicum in which participating students were asked to keep an unstructured journal describing their experiences and reactions to the practicum. The paper examines the perceptions that these students had of the supervision provided by their cooperating teachers. It identifies four distinct styles of teacher supervision, ranging from neglectful practices which alienate students from the practicum experience, to collegial practices which prove to be empowering. The paper concludes that supervision which is collegial is more likely to facilitate the professional growth of student‐teachers and enhance reflective action.  相似文献   

7.
《师资教育杂志》2012,38(1):26-33
This paper reports the findings of an ethnographic study of student teaching experiences in a preparation program that emphasizes field‐based practicums. It explores what students do in these practicum sites; what forces influence their behavior, ideas, and/or attitudes; and the different ways students respond to the constraints found in their field placements. Finally, it discusses the implications of the study's findings towards the theoretical constructs of reproduction and resistance as they apply to the professional socialization of future teachers.  相似文献   

8.
This research examines specific areas of confidence and concern as expressed by 40 American undergraduate early childhood students on a practicum (supervised field-based internships); if their beliefs changed over the course of their practicum, and if prior teaching experience had an impact on their confidence levels. Areas of confidence and concern were determined through questionnaires, reflections and interviews at three points in time during the semester. Findings indicate that students were more confident when arranging the physical environment and least confident in managing children's behaviour. Significant changes in understanding and interaction with children, planning and implementing activities and overall confidence were observed over time periods. Experienced students initially showed and maintained higher confidence levels than inexperienced students who were much less confident at the start of the practicum, but improved significantly. Interestingly, by the end of the semester, this latter group was as confident as more experienced students. Here the factors that affected confidence, the factors that boosted student confidence at different time periods and differences in confidence among students based on prior experience are discussed.  相似文献   

9.
Memorable message research examines interpersonal messages "…remembered for extremely long periods of time and which people perceive as a major influence on the course of their lives" (Knapp, Stohl, & Reardon, 1981, p. 27). They can also guide actions, such as health behaviors. This exploratory research examined self-reported memorable messages about breast cancer to determine if they were framed, emphasizing either the benefits (gain-framed) or the costs (loss-framed) of a behavior. About one-fourth of the messages were framed, with most being gain-framed. The messages tended to emphasize early detection actions. Study limitations and implications for future research are discussed.  相似文献   

10.
We surveyed a national sample of 139 school psychology students to better understand their perceptions of their practicum experiences. Specifically, we examined the students' reports of the types of activities in which they engage during practicum experiences and their perceptions of their school‐based supervisors' activities. This information is potentially important as school psychology engages in a paradigm shift. Although most school psychology programs may teach students the proposed new and expanded roles, it is unclear whether field‐based experiences are congruent with such university‐based training. Results indicate that students spent the majority of their practicum time in assessment‐related activities. They were generally satisfied with their practicum experience and supervisor, although many knew little about the range of their supervisor's activities. Most field‐based practicum supervisors appeared to provide limited modeling of new and expanded roles. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 727–736, 2006.  相似文献   

11.
This research examines the emotional and ethical dimensions of identity shaping in student teachers’ teaching practicum. By interviewing seven Chinese student teachers who had just finished their student teaching practice, the research examines the participants’ emotional experiences and the ethical dilemmas they encountered in their practicum. Specifically, for the emotional aspect of professional identity formation, the student teachers experienced eagerness and anxiety at the beginning of the teaching practicum, shock and embarrassment once teaching, and guilt and regret towards the end of the practicum. Alongside the influx of emotional experiences in the practicum, the researcher identified four paired ethical dilemmas that the participants were trapped within: (1) tensions between classroom authority and the ethic of caring; (2) acting as a community member or an ‘outsider’; (3) working as an office assistant or a ‘real teacher’; (4) conflicting pedagogies regarding teaching different tracks of students. Finally, implications for teacher education are briefly discussed.  相似文献   

12.
This article presents the results of the application of a professional model for practicum supervision using co-equal supervisors. This study found that beginning practicum students (a) learned to use a counseling theory in a professional manner with clients, (b) were rated by an expert rater as having skills equal to or higher than a comparison group of interns, graduate students, and employed agency counselors, and (c) rated the professional supervision practicum higher than did those under the usual apprenticeship supervision model. The authors suggest that counselor educators and supervisors can train students in less time to respond at a more complex skill level than has been previously reported in the literature.  相似文献   

13.
Abstract

This self-study of activities as a practicum supervisor in several secondary schools focuses on the supervisor’s contribution to the quality of a teacher candidate’s professional learning in the context of a familiar tension between on-campus courses and in-school practicum experiences. Data from both formal and informal supervisory experiences are taken from notes recorded in classes with those supervised formally, records of notes taken in practicum observations, and email messages exchanged with teacher candidates about their supervision experiences. Analysis of formal supervision experiences generated a series of insights into candidates’ experiences of the practicum, a modest innovation in supervisory practice, and important reminders arising from a significant error in personal practice as a supervisor. Informal supervision experiences involved visits arising from invitations to observe extended by candidates in the author’s physics methods course. These experiences generated opportunities to test an alternative supervisory strategy focused on candidates’ perceptions of their learning from experience. Related literature includes the topics of learning from experience, reflective practice, and the potential significance of an epistemology of practice. In closing, attention is given to trustworthiness, the personal significance of the study and connections to the teacher education literature.  相似文献   

14.
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   

15.
This paper draws on Honig’s (1994) concept of dilemmatic space to analyze the teaching practicum and to frame the ethical dilemmas that teacher candidates experience during it. The dilemmatic space highlights the wider context in which dilemmas occur, replacing the practice of analyzing ethical dilemmas as specific disconnected incidents. The practicum is the first opportunity for teacher candidates to spend a significant period of time in the classroom during their certification process. The supervised environment is important in supporting and mentoring teacher candidates; yet the hierarchical structure of the practicum can lead to ethical dilemmas that emerge in the gap between TCs’ desire to explore their professional identity and the need to please their supervisors and “pass the practicum.” Analyzing the practicum as a dilemmatic space is important not only to better support teacher candidates, but also to critically reflect on the structures of teacher education programs and the intersection of theory and practice in teacher education.  相似文献   

16.
This evaluation‐research feasibility study piloted the creation of a technology‐mediated managed learning environment (MLE) involving the implementation of one of a new generation of instructionally driven management information systems (IMISs). The system, and supporting information and communications technology (ICT) was employed to support collaborative approaches to practicum supervision in a ‘borderless’ manner. The generation and utilization of information by student teachers and their supervisors was monitored and evaluated in order to ascertain how teaching competence development and reflective practice could enhance professional decision‐making in information‐rich settings involving the use of IMIS technology. Patterns of communication across the triad of the university tutor‐supervisor, school‐based cooperating teacher and student teacher were investigated using a multi‐site case study involving two schools and one university. The efficacy of the instructional information management system in supporting evidence‐based practice by student teachers, and those who supervised them was also evaluated.  相似文献   

17.
This study aimed at investigating the role of electronic portfolios in fostering pre‐service teachers’ reflective thinking. The research was conducted with pre‐service English language teachers enrolled in a practicum course in an undergraduate teacher education programme in Turkey. The data were collected through e‐portfolios and interviews. The findings revealed that e‐portfolios gave participants a sense of ownership, fostered reflecting thinking, supported collaboration and allowed them to make connections between theory and practice. With the on‐going nature of the e‐portfolio, participants had the chance of developing and reviewing their portfolio artefacts whenever and wherever they wanted. Therefore, electronic portfolios allowed teacher candidates to reflect more on their own work and thus engage in on‐going professional development.  相似文献   

18.
ABSTRACT: The authors determined the food safety knowledge, attitudes, and behaviors of undergraduates (n = 1122) on an urban college campus using a previously piloted survey tool. Data obtained found that while students reported high levels of confidence in their ability to engage in safe food handling practices, their knowledge and self‐reported behaviors indicated that they were not actually engaging in safe food handling practices. Students were particularly lacking knowledge with respect to proper temperatures for cooking, reheating, and refrigerating foods. The data were further analyzed to determine differences in food safety knowledge and practices between populations of different demographics within the students. Differences were found between male and female students, Caucasian and Asian students, and students who had worked in food service compared with those who had not. A final aspect of this study evaluated the effectiveness of a social marketing campaign to increase awareness of safe food handling practices among college undergraduates. A cross‐sectional, quasi‐experimental, pre‐ and posttest design was used. Following the baseline knowledge survey described previously, a social marketing campaign developed for young adults was implemented on the campus over a 4‐wk period that included promotional events and incentives. Postcampaign survey results indicated increases in food safety knowledge, attitudes, and behaviors, particularly with respect to appropriate temperatures for cooking and refrigeration and found that e‐mails and posters may be effective ways to communicate food safety messages to this population.  相似文献   

19.
Practicum experiences are critical learning environments for developing requisite skills, knowledge, behaviours and attitudes across the professions. Evidence suggests that international students in professional social and behavioural science programs struggle across a number of dimensions while on practicum. Key issues for these students coalesce around English language competency and cultural competency in the workplace. Research evidence likewise suggests that workplaces generally struggle to provide culturally inclusive practicum experiences for international students. This difficulty is evident at the level of individual supervisors, as well as at the level of schools and host organisations. This article reports on the capacity of host organisations to offer inclusive practicum experience for international students across professional programs in the social and behavioural sciences. The article reviews the literature in relation to the needs of international students and factors supporting inclusive practicum experiences, before outlining the method and findings of a needs analysis undertaken as part of a research project conducted in south-east Queensland, Australia. Suggestions are provided about how the capacity of host organisations can be developed to offer quality practicum experiences for international students.  相似文献   

20.
The project studied the on‐time behavior of 35 students with intellectual disabilities (ID) or traumatic brain injury (TBI) under three conditions – times and tasks list, paper planner, and two different personal data assistants (PDAs). Students participated for two 4‐week periods, receiving one morning reminder during Period 1 and no reminders during Period 2. Students were on time more often using a PDA compared to a list (p < .024) or a planner (p < .002). Students were on time 50% more often in Period 1 with a single daily morning reminder as compared to no reminder across all conditions. When applying results, clinicians and researchers should note that only the alarm function prompting on‐time behavior was studied, and the influence of the small sample size and short time frame. Future researchers will find a framework for studying PDAs and cell phones with larger samples, over longer time periods, and with a wider range of functions. © 2008 Wiley Periodicals, Inc.  相似文献   

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