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Challenges to practicum! The authors have explored professional practice knowledge and the ways practicum is dealt with in teacher education. They report from Research and Development projects based on collaboration between universities and school communities. Empirical studies have been carried out in Australia, Canada, China, Denmark, Finland, Norway and Sweden. Communication about practicum is reframed. Preservice teachers’ experiences during practicum serve as a point of departure for improving teacher education. The book is a must for everyone committed to quality in initial teacher education, including preservice teachers, school leaders and local supervisors. “This volume explores new and different ways to think about the construction and evaluation of the practicum that students encounter. Contributors ask the reader to consider the assumptions that the practicum is based on, question these assumptions and strive to find new and better ways to contribute to the autonomy, professionalism, and moral development of emerging teachers. The focus is clearly on creating conversational and learning spaces for students that encourage them to think explicitly about theory and its application to practice and vice versa. The book not only challenges our thinking but also provides rich examples of research and evaluation in this area, which help us to hear the voices of those involved in the practicum in fresh and insightful ways.” Reflections by Roslin Brennan Kemmis, Head of the School of Education, Charles Sturt University, Wagga Wagga, Australia
Dimensions and Emerging Themes in Teaching Practicum establishes a forum to identify the characteristics of good practices of teaching practicum and debates key concepts and emerging themes in the field. The book takes a closer look at practicum from various dimensions and aims to obtain a deeper understanding of how it is perceived and whether the stakeholders in the practicum triad –university based teacher educators, pre-service teachers and school-based mentor teachers – share a common view in the same context. It provides opportunities for personal and professional growth for teacher candidates and an increased familiarity with international employment settings. With contributions throughout from the USA, UK, Germany, Australia, Finland, Norway and Turkey, the book begins with a critical review of teaching practicum studies and goes on to consider such important topics as: pre-service teachers’ views of developing professional practice, virtual tools for teacher training, internationalization and creativity in teacher education programs. The book clarifies these key issues from the lens of research and practice by taking a closer look at practicum from various angles including new trends and practices as a response to changing needs in teacher education. Dimensions and Emerging Themes in Teaching Practicum will be of great interest to researchers and students in the teacher education field and will also appeal to teacher educators, policy makers in education and pre-service teachers.
This collaborative volume offers an in-depth portrait and valuable reference for the development of clinical or school-embedded partnerships in teacher preparation by drawing on the decades-long partnership between a university and set of schools in an urban neighborhood. In the midst of a national movement towards partnership-based clinical teacher education, this book explains and illustrates the roles, commitments, and collaborative practices that have evolved. Divided into three parts, contributors outline the theory and practice of the clinical teacher preparation model and its neighborhood focus, covering topics such as: The social and institutional context of partnership development and teacher education; Key collaborative and learning practices; Challenges and questions that have emerged, and what can be learned from the experience. Written with voices of university faculty, school educators, program graduates, and students from partner schools, Thomas Del Prete offers a volume perfect for those looking to be inspired by an example of clinical teacher education and partnership in an urban community and to learn what can be achieved with conviction and perseverance over time.
Written for early childhood student teaching, practicum, capstone courses, and wherever a field experience is involved. This reality-based textbook provides insights and useful guidelines for success in any early childhood education student teaching, practicum, or field experience course. Designed for students who are assuming the responsibilities of teaching young children while receiving guidance and supervision, this thoroughly revised manual offers both theory and practical application to guide each student to a successful conclusion of the practicum or student teaching experience. Featuring the most up-to-date applications of theory and current research, special care has been taken to synthesize information and present guidelines for professional behavior, lesson planning, portfolio development, diverse family structures, cultural diversity, inclusion, and working with children who have special needs. Additionally, current information on national and state standards, the reauthorization of NCLB, and assessment is included. With a realness factor, authentic features, and a compelling writing style, this must-have textbook guides students from the early days of preparing to begin the field experience, through the final days of leaving, as well as everything in between.
In Practical Knowledge in Teacher Education, expert contributors from across Asia and Europe explore and reflect upon the innovation and creativity in teacher education programs. Specific focus is given to the internships that provide students an opportunity for intensive, hands-on experience in schools. Different approaches to internship provide comprehensive information on a diversity of ways of organising and managing internship programmes within teacher education courses, and equip future teachers with real-world knowledge within a global context. This book focuses on approaches to internship in teacher education programmes in Europe and Asia. It explores the idea that a consideration of the rich variation in approaches and experience across Eurasia will foreground critical aspects of successful internship. Each chapter provides a different focus from Asian and European perspectives on aspects of the teacher education practicum or internship, and what can be learned from school placement. This book is an invaluable resource for all those involved in teacher education, educational policy and anyone who has a stake in ensuring effective teacher education for the 21st century. It offers a far reaching overview of the teacher internship phase across a number of countries, and contributes to identifying distinctive features of teacher education in European and Asian universities.
Learning to teach is complex. Teacher candidates begin a preservice program with powerful tacit assumptions about how teachers teach based on lengthy apprenticeships of observation over many years as students. Virtually all teacher education programs provide a mixture of coursework and classroom experience. Much has been written about the theory-into-practice approach in teacher education, an approach that assumes teacher candidates who have been provided with instructions about how to teach will be able to recall and apply them in a school setting. In reality, teacher candidates report considerable difficulty enacting theory in practice, to the point that many question the value of coursework. This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.
This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘gap’ that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where “safe spaces” or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.
This comprehensive text presents up-to-date research and “how to’s” for those enrolled in an early childhood student teaching practicum course. It clearly explains your professional duties and responsibilities as a student teacher, the mechanics of hands-on teaching under the guidance of a cooperating teacher, and your interactions with your college course supervisor(s). Chapters are designed to encourage contemplative and reflective thought as you develop an understanding of professionally accepted practice, ethics, classroom management, and individualized and group program planning and instruction. Communication skills that typify effective team teaching and reduce common classroom problems during student teaching are described and detailed. Current practices related to special-needs children and infant-toddler classroom placement are addressed, as is the development of school-home partnerships that enhance children’s life-long learning and educational success. Throughout, case studies and examples illustrate real-life situations and children that other student teachers have encountered.
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.