The Effects of Early Field Experiences in Preservice Teacher Education PDF Download

Author: Irene Pittman Aiken
Publisher:
ISBN:
Category : North Carolina Teacher Performance Appraisal Instrument
Languages : en
Pages : 360

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Author: D. John McIntyre
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 72

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Book Description
A comprehensive analysis of literature on field experiences for the preservice teacher is divided into sections which focus on the: (1) influences of field experiences on the attitudes and behavior of preservice teachers; (2) roles of university student teacher supervisors and cooperating teachers; (3) structure of field experience programs and models; (4) evaluation of student teacher performance during field experience; and (5) assessment of the success of field experiences. A summary section includes the conclusion that field experience in teacher education is threatened by "the lack of commitment by higher education, the low status of clinical faculty, the lack of objective evaluation criteria, the loss of control to teacher unions and state legislatures, and the lack of relationship between field and campus study." In addition to 11 recommendations for improving field programs, descriptions of 17 exemplary field experience programs in the United States and Canada are appended, along with references. (JD)

Author: Connie Louise Bowman
Publisher:
ISBN:
Category :
Languages : en
Pages : 272

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309128056
Category : Education
Languages : en
Pages : 234

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Book Description
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

Author: Robin Loflin Smith
Publisher:
ISBN:
Category : Student teachers
Languages : en
Pages : 942

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Author: J. Gary Knowles
Publisher: Prentice Hall
ISBN: 9780023653711
Category : Stages pédagogiques - États-Unis - Cas, Études de
Languages : en
Pages : 0

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Book Description
"This unique text uses a developmental, reflective, narrative approach to help future teachers develop an understanding of themselves as teachers, the context of schools, students, student behaviors, and their own responses. Written from a developmental standpoint, the text focuses on preservice teachers' self-directed learning and professional development. The role of ongoing inquiry into self, contexts, and relationships is highlighted, beginning with professional identity and the influence of personal history, and moving outward through teaching and learning, to exploration of educational contexts and professional relationships. Through Preservice Teachers' Eyes provides prospective teachers with realistic views of the prospects and problems associated with working in schools, while providing a framework for discussion, critical reflection, and research into teaching practice. It discusses experiences, processes, tools, and practices associated with learning to teach in field settings...to help beginners develop a sense of the possibilities and opportunities for professional development."--Publisher description.

Author: Thomas S. Poetter
Publisher: Routledge
ISBN: 1135459134
Category : Education
Languages : en
Pages : 319

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Book Description
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns' approaches to research and the processes they employed to conduct and complete their studies, the interns' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Etta R. Hollins
Publisher: Routledge
ISBN: 1317584287
Category : Education
Languages : en
Pages : 260

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Book Description
The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

Author: Virginia M. Jagla
Publisher: IAP
ISBN: 1641133252
Category : Education
Languages : en
Pages : 323

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Book Description
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation. The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.