Creating Space for Pre-service Teacher Professional Development During Practicum: A Teacher Educator’s Self-study.

Mukeredzi, Tabitha Grace

doi:10.14221/ajte.2015v40n2.9

Cited by 10 publications

(14 citation statements)

References 27 publications

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“…In our case, we acknowledged that providing space and platforms for the development and articulation of students' understandings about Downloaded by [Athabasca University] at 00:21 27 June 2016 their clinical experiences was important to their practice (Bullock, 2012). The use of prompts through open questioning and dialogue with peers promoted professional development (Mukeredzi, 2014;olsher & Kantor, 2012).…”

Section: Discussionmentioning

confidence: 86%

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Samaras

Frank

Williams

et al. 2016

Studying Teacher Education

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Section: Discussionmentioning

confidence: 86%

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Samaras

Frank

Williams

et al. 2016

Studying Teacher Education

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“…En opgave kan fx kobles med videooptagelser fra undervisning i praktikforløb (Koomen, 2016). Et uddannelsesforløb kan også kvalificeres gennem arbejde med refleksioner på baggrund af praktikum (Mukeredzi, 2015), hvor praktikum og skolebaseret uddannelse kan forbindelse på forskellige måder (Lewis, 2007), og hvor lektionsplaner kan indgå som en metode til kobling af teori og praksis (Vijaya Kumari, 2014). Refleksioner kan traenes gennem øvelser i second life sammen med medstuderende (Muir, Allen, Rayner, & Cleland, 2013).…”

Section: Skriftlige Opgaver I Laereruddannelserunclassified

“…Fulmer & Bodner, 2017) og i den forstand kan der i opgaverne indgå refleksioner, hvor den praktiske erfaring som en form for praktikum indgår (jf. Lewis, 2007;Mukeredzi, 2015).…”

Section: Diskussioncertificering Og Kvalificering Gennem Laereruddannunclassified

Certificering og kvalificering

Duch

2019

SJVD

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Nye lærere certificeres og kvalificeres gennem uddannelse til professionen som lærer. De vurderes ofte på flere måder gennem deres uddannelsesforløb, og forskning viser, at der findes en række forskellige metodiske tilgange til at kvalificere sådanne forløb. For gymnasielærere og erhvervsskolelærere i Danmark gælder, at de skal tage en pædagogiske uddannelse som forudsætning for deres undervisning på en ungdomsuddannelse. Rammerne for de to uddannelser er forskellige, men der indgår i begge uddannelser en afsluttende skriftlig opgave. Sådanne opgaver er indgår i datamaterialet indsamlet i to kvalitative studier. På baggrund af Bernstiens teori om den pædagogiske anordning og Dahler-Larsens opdeling af evaluering som kontrol og som konstitutiv analyseres indhold, karakterer for og litteraturvalg i disse afsluttende opgaver. Konklusionen er, at form og indhold i opgaverne varierer mellem de to uddannelser, ligesom karakterniveauer er forskelligt. Desuden bygger de studerende på de to uddannelser på forskellige litteratur i forhold til rettethed mod sektor og målgruppe på ungdomsuddannelser, anvendelse af internationale referencer samt metodisk og videnskabsteoretisk orienteret litteratur. På den baggrund diskuteres skriftlige opgavers betydning for læreres professionalisering gennem læreruddannelser.

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“…These typically include field notes, reflection reports or others. For example, "the self-study presented in this article examines my experiences in teaching and mentoring student teachers through collaborative reflections applying reflective questions strategy during residential teaching practice" [8].…”

Section: Characterizationmentioning

confidence: 99%

Students’ Learning Autonomy: A Systematic Literature Review

Lopes¹,

Mesquita²,

Góis³

et al. 2019

EDULEARN Proceedings

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Higher education finds a set of challenges covering several areas and sectors, resulting from the increasing number of students, their academic and cultural diversity, the demands of the labor market, among others. This massification of training, coupled with budgetary and infrastructural constraints, the uncertainty in the renewal of teaching and non-teaching staff within the requirements to maintain quality and high levels of success, requires creative pedagogical methodologies, especially in the first year, where students face the highest dropout and unsuccess ratio. In this context, Higher Education Institutions encourages teachers to reflect on these issues, providing pedagogical training opportunities and encouragement to implement alternative pedagogical practices, in order to diversify the methodologies so that they can be better adapted to different students' profile.However, there is still no concern to help the student to organize their autonomous study time. Students have considerable difficulties organizing their personal study time. The fragmentation of the schedule, the distribution of theoretical classes, articulation with the practical learning experiences and the lack of planning of the non-classroom time aggravate the difficulties in time organization. A good organization and planning are fundamental for fostering students' persistence, motivation and, consequently, provide the possibility for higher success ratios.This study seeks to survey the challenges faced by students and teachers in organizing autonomous study time. Based on a systematic literature review, the definition of concepts, impact of time organization in the students' success, and the institutional concern with the autonomous learning time (non-presential hours) are researched. It is observed that the difficulty is considerable, although few initiatives are taken to help the students to achieve better organization and a better autonomous learning process.

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Creating Space for Pre-service Teacher Professional Development During Practicum: A Teacher Educator’s Self-study.

Cited by 10 publications

References 27 publications

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Certificering og kvalificering

Students’ Learning Autonomy: A Systematic Literature Review

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