1999
DOI: 10.1080/0163638990200110
|View full text |Cite
|
Sign up to set email alerts
|

Campus Early Childhood Laboratory Schools: Partners in Teacher Education Programs

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1

Citation Types

0
2
0

Year Published

2002
2002
2017
2017

Publication Types

Select...
4
1

Relationship

0
5

Authors

Journals

citations
Cited by 5 publications
(2 citation statements)
references
References 5 publications
0
2
0
Order By: Relevance
“…During field-based experiences, students may feel they are expected to translate the theory and content knowledge to their practice on their own or with the help of a cooperating teacher who is not part of the university faculty (Borko & Mayfield, 1995;Clawson, 1999;Gilbert, 1999). Recent research suggests that preservice teachers benefit from opportunities to observe and reflect on their teaching in practicum settings with support from university instructors (Isenberg, 2000).…”
Section: This Article Describes a Video Review Process For Providing mentioning
confidence: 95%
“…During field-based experiences, students may feel they are expected to translate the theory and content knowledge to their practice on their own or with the help of a cooperating teacher who is not part of the university faculty (Borko & Mayfield, 1995;Clawson, 1999;Gilbert, 1999). Recent research suggests that preservice teachers benefit from opportunities to observe and reflect on their teaching in practicum settings with support from university instructors (Isenberg, 2000).…”
Section: This Article Describes a Video Review Process For Providing mentioning
confidence: 95%
“…As stated in the Association for Childhood Education International (ACEI) position paper on the preparation of early childhood teachers (ACEI, 1997), Early childhood teachers should have well-planned laboratory experiences under the supervision ofexperienced and qualified teachers of young children ... experiences should include observation, participation, studentteaching, and seminar discussion. (p. 165) The proliferation of field-based experiences (Erdman, 1983;Zeichner, 1978) and the discontinuity between early childhood course content and students' practicum experiences have been described by many educators (Clawson, 1999;Gilbert, 1999;Horm-Wingerd, Warford, & Penhollow, 1999;Katz, 1992). Pre-student teaching experiences are not always designed to complement academic preparation for the early childhood student, nor do they always add an important dimension to the educational process.…”
mentioning
confidence: 99%