A phenomenological case study of teacher candidate experiences during a yearlong teacher residency program

Mourlam, Daniel; DeJong, David; Shudak, Nicholas J.; Baron, Mark

doi:10.1080/08878730.2019.1590750

Cited by 16 publications

(11 citation statements)

References 19 publications

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“…This study seeks to understand the phenomena in new teachers. A qualitative approach is used when the research questions concern on describing an event or phenomenon, and managing the behavior of the impossible and contemporary events (Mourlam et al, 2019;Yin, 2018). This study strived to understand the phenomenon of the readiness and competence of new teachers in entering the workforce and carrying out teaching in the classroom.…”

Section: Methodsmentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

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Section: Methodsmentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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“…Although the yearlong classroom teaching is characteristic of the teacher residency model, it has been applied in other types of programs to redesign the clinical experiences (Mourlam et al, 2019; Vagi et al, 2019). Compared with traditional student teaching, the yearlong residency is advantageous in aligning classroom teaching with relevant coursework, mobilizing university- and school-based knowledge in teacher learning, and empowering mentor teachers’ greater participation and responsibilities as hybrid teacher educators (Klein et al, 2013).…”

Section: Framing Literature and Conceptual Frameworkmentioning

confidence: 99%

Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana

Chu

2021

Journal of Teacher Education

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A growing body of research has identified teacher residency’s potentials for improving and sustaining preservice teacher learning through a stronger district–university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeholders are primarily making sense of the residency in isolation, leading to incoherent understandings and varied implementation practices. Opportunities to improve stakeholders’ collective sensemaking and collaborative implementation and to optimize the benefits and potentials of teacher residency partnerships are discussed. This study has implications for teacher education policy implementation and continuous inquiry into the complexities of teacher preparation.

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“…This may bring about situations that call for these staff to also take on mentoring roles (Lawson et al, 2015). The guidance and valuable support of mentor teachers and university supervisors play crucial roles in the education and training of preservice teachers and they have been considered as factors leading to the quality of teaching practicums (Mourlam et al, 2019). Similarly, to face-to-face teaching practicums, the current study has shown that guidance from mentor teachers and university supervisors is important for remote teaching practicums as well, facilitating the enhancement of the quality of the process.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting the Quality of a Remote Teaching Practicum from the Perspective of Preservice Preschool Teachers

Alan

Günden

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Pandemi sürecinde üniversitelerin öğretmen yetiştiren kurumlarında öğretmenlik uygulamalarının nasıl yürütüleceği konusunda belirsizlikler yaşanmış ve pek çok ülkede olduğu gibi ülkemizde de 2020-2021 akademik yılında bu derslerin teorik ve uygulama boyutları çevrim içi formatta gerçekleştirilmiştir. Bu araştırmada okul öncesi öğretmen adaylarının deneyimlerine dayalı olarak uzaktan öğretmenlik uygulaması sürecinin niteliğini etkileyen faktörlerin ortaya çıkarılması amaçlanmıştır. Araştırmanın katılımcılarını 2020-2021 akademik yılında bir devlet üniversitesinin okul öncesi öğretmenliği programında öğrenim gören ve pandemi nedeniyle öğretmenlik Uygulaması I ve II derslerini uzaktan eğitimle tamamlayan 11 öğretmen adayı oluşturmaktadır. Temel nitel araştırma olarak tasarlanan bu çalışmada veriler yapılandırılmış görüşme formu ile toplanmış ve tümevarımsal yöntem ile analiz edilmiştir. Öğretmen adayları ile yapılan görüşmeler sonucunda uzaktan eğitim ile gerçekleştiren öğretmenlik uygulaması sürecinin niteliğini pek çok faktörün etkilediği belirlenmiştir. Bu faktörlerden “öğretim elemanı ve uygulama öğretmeni rehberliği”, “uygulama öğretim elemanı ve uygulama öğretmeni ile etkileşim”, “partnerli çalışma”, “iki dönem aynı sınıfta öğretmenlik uygulamasını yürütme”, “ders materyallerine erişim” faktörlerinin sürecin niteliğini olumlu yönde etkileyen ve öğretmen adayları tarafından “kolaylaştırıcı” olarak deneyimlenen; “teknolojik yetersizlikler”, “çocuklarla ilişkilerde ve değerlendirmede sınırlılık”, “çevrimiçi sınıf yönetimi”, “aile müdahalesi” faktörlerinin ise sürecin niteliğini olumsuz yönde etkileyen ve öğretmen adayları tarafından “zorlaştırıcı” olarak deneyimlenen faktörler oldukları tespit edilmiştir.

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A phenomenological case study of teacher candidate experiences during a yearlong teacher residency program

Cited by 16 publications

References 19 publications

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana

Factors Affecting the Quality of a Remote Teaching Practicum from the Perspective of Preservice Preschool Teachers

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