Beyond classroom-based early field experiences: understanding an “educative practicum” in an urban school and community

Burant, Terry J.; Kirby, Dan

doi:10.1016/s0742-051x(02)00016-1

Cited by 78 publications

(55 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This made Rebekah and Badley (2013) to assert that the practicum period can be tasking. Burant and Kirby (2002) are of the view that except there are good plans of how to promote the various skills then practicum can be an exercise in futility. The essence of practicum is to gain competencies hence Falender and Shafrankse (2007) assert that the main source of competence acquisition is effective performance of skills.…”

Section: Introductionmentioning

confidence: 99%

Counsellor Trainees’ Views about Practicum Exercises in the Guidance and Counselling Programme of the Delta State University, Abraka, Nigeria

Akpochafo¹

2018

IES

View full text Add to dashboard Cite

The study investigated counsellor trainees' views of practicum exercise in Guidance and Counselling programme in Delta State University, Abraka, Nigeria. To guide the study, four research questions were raised and one hypothesis formulated. The study is a descriptive survey which utilized the ex-post facto design. The population was made up of all guidance and counselling students who had done the practicum exercise in the 2017 Sandwich contact. A sample of 35 students was used and this was drawn using purposive sampling technique. The instrument used for data collection was the questionnaire which was valid and had a reliability index of 0.74. The data was analysed using mean, standard deviation and t-test for the hypothesis at 0.05 level of significance. The findings revealed that students gained competencies during the period, had positive view about their supervisor but suggested that supervisors should come more than once. Moreover, the students enjoyed the support of the school counsellor and the school head. On duration, the study revealed that the period was too short. The study recommends among others for extension of the practicum exercise period and also for supervisors to visit more than once.

show abstract

Section: Introductionmentioning

confidence: 99%

Counsellor Trainees’ Views about Practicum Exercises in the Guidance and Counselling Programme of the Delta State University, Abraka, Nigeria

Akpochafo¹

2018

IES

View full text Add to dashboard Cite

show abstract

“…In contrast to the positive aspects and value of field placements, the field placement has also been labeled the weakest link (Wideen, Mayer-Smith, & Moon, 1998) and "problematic" (Burant, & Kirby, 2002). Teacher candidates often have their "hopes, images, and expectations all too often are quickly shattered by exposure to certain realities of schools, classrooms and teaching" (Cole & Knowles, 1993, p. 457).…”

Section: The Downside To Field Placementsmentioning

confidence: 99%

“…Field experiences prior to student teaching are also found to be a problem (Burant & Kirby, 2002) because they can continue the status quo of teaching by perpetuating and solidifying teacher candidates' predetermined beliefs (Gomez, 1996;Haberman & Post, 1992). They can be problematic because the cooperating teachers may not understand the purpose and expectations of these novice teacher candidates (Anderson, 1993).…”

Section: The Downside To Field Placementsmentioning

confidence: 99%

“…They can be problematic because the cooperating teachers may not understand the purpose and expectations of these novice teacher candidates (Anderson, 1993). Having teacher candidates conduct mere observations is not of value unless intentional reflection is embedded within the field placement (Boz & Boz, 2006;Burant & Kirby, 2002;Cole & Knowles, 1993) or teaching them how to observe (Boz & Boz, 2006;Mewborn, 2000).…”

Section: The Downside To Field Placementsmentioning

confidence: 99%

“…Without the reflection, stereotypes and preconceived beliefs can become stronger (Burant & Kirby, 2002).…”

Section: The Downside To Field Placementsmentioning

confidence: 99%

See 2 more Smart Citations

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Livers¹

View full text Add to dashboard Cite

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

Kier

Chen

2019

Science Education

View full text Add to dashboard Cite

This study applies psychological models of interest and motivation (i.e., a model of interest-development and selfdetermination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation's Noyce grant aims to incentivize mathematics and science majors to teach in high-needs school districts. Through this interview study, we sought to understand how Noyce scholars' pre-existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high-needs school settings. Case studies reveal that scholars had no prior experiences in high-needs schools, abstract ideas about teachers, students, and resources in these contexts, and varying degrees of initial connectedness to teaching in high-needs school settings. Scholars found that site visits to diverse high-needs schools (i.e., rural and urban) triggered their interest to teach in similar contexts.Preservice science teachers' emerging interest and level of commitment to teaching in high-needs schools following the teacher preparation program was dependent upon contextspecific mastery experiences and autonomy within their long-term clinical field experience. This study offers implications for teacher educators who are recruiting and preparing students to teach in high-needs school contexts.high-need schools, interest development, motivation, teacher preparation, teacher recruitment Science Education. 2019;103:875-899. wileyonlinelibrary.com/journal/sce © 2019 Wiley Periodicals, Inc. | 875 1.1 | Four-phase model of interest development Hidi and Renninger's (2006) four-phase model of interest development provides a theoretical foundation for understanding how teacher educators might spark preservice teachers' interests to teach in high-needs schools,and then proceed to fan the flames of that spark to develop those interests into a firmer commitment. Hidi and Renninger argued that "interest is the outcome of an interaction between a person and a particular content…. This means that interest is always content specific and not a predisposition that applies across all activities" (p. 112).Thus, in relationship to developing interest to teach science in high-needs schools, preservice science teachers must be provided with situational experiences of learning about and teaching science in high-needs schools. Interest, as it develops, passes through four phases. Interest development begins with a spark or triggered situational interest, which can be developed into a maintained situational interest if the appropriate fuel can be provided to sustain the initial spark and allow it to grow (Hidi & Renninger, 2006). Over time, maintained situational interest, with appropriate external supports, can become an emerging individual interest, which Hidi and Renninger described not only as a psychological state (the way that situational interest is conceptualized) but also as the "beginnings of a 876 | KIER AND CHEN | Competence beliefs (self-efficacy)Whe...

show abstract

Beyond classroom-based early field experiences: understanding an “educative practicum” in an urban school and community

Cited by 78 publications

References 11 publications

Counsellor Trainees’ Views about Practicum Exercises in the Guidance and Counselling Programme of the Delta State University, Abraka, Nigeria

Counsellor Trainees’ Views about Practicum Exercises in the Guidance and Counselling Programme of the Delta State University, Abraka, Nigeria

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

Contact Info

Product

Resources

About