Enablers and Constraints in Achieving Integration in a Teacher Preparation Program

Deed, Craig; Cox, Peter; Prain, Vaughan

doi:10.14221/ajte.2011v36n8.3

Cited by 17 publications

(14 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…That is, the disciplinary content knowledge was perceived as a high acquisition in university courses by pre-service teachers, while the knowledge was perceived as a low acquisition in the field-based course and as a low practicality. Similar to a study by Deed, et al (2011) who indicated that theory in the core subjects was both the most and least useful aspects of the course in education programs, the above result imply that university courses in teacher education program do not fit to the needs of pre-service teachers in confronting the challenges in their school practicum.…”

Section: Rank-order On Acquisition Of Educational Knowledge and Practsupporting

confidence: 69%

“…A study by Deed, Cox and Prain (2011) suggested that pre-service teachers identified theory in the core subjects as both the most and least useful aspects of the course in teacher education programs. Cheng, Tang and Cheng (2012) explored integration of theoretical knowledge learnt in the university to practice in different school contexts and indicated that teacher educators in university play a predominantly important role in facilitating the development of attitudes and skills for reflection.…”

Section: Instructionmentioning

confidence: 99%

See 1 more Smart Citation

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

Tsai¹,

Liu²

2013

HES

View full text Add to dashboard Cite

Educational value in teacher education courses is unquestioned; however, there are still many doubts about the practicality of the knowledge acquired from university courses and a field-based course in school practicum. The purpose of this study is to identify the practicality of the educational knowledge from the above courses for pre-service teachers in confronting field-based challenges in school practicum. A survey method was utilized to collect the data about pre-service teachers' perceptions on the acquisition of educational knowledge as well as practicality of the knowledge. A total of 298 Taiwanese pre-service teachers were invited to fill in a validated questionnaire in January 2013, which is the last month in school practicum. Data were analyzed using the Friedman test and multiple regression analysis. This study concludes that disciplinary content knowledge was perceived as the top-ranked one among six categories of educational knowledge from university courses, while this category of knowledge was perceived as the fourth-highest order on practicality of the knowledge. The finding implies that university courses do not fit to the needs of pre-service teachers in confronting challenges in school practicum. Except for disciplinary content knowledge, other categories of educational knowledge tended to maintain approximate rank-order. Another finding reveals that all categories of educational knowledge from the field-based course were significant predictors of practicality of the educational knowledge, while all those acquired from university courses were not. A recommendation was proposed that teacher educators in universities should build a course version of practical knowledge through integrating field-based experiences into teacher education courses.Keywords: educational knowledge, pre-service teachers, field-based course, teacher education program InstructionPre-service teachers are required to complete teacher education program, consisting of university courses and a field-based course, before certificated. The teacher education courses in university provide the theoretical foundations for educational practice, while the field-based course implemented in school practicum is considered as a situated learning environment where pre-service teachers can sense educational practice embedded in the classroom and school contexts. A field-based course is not equal to school practicum. During a half-year field-based course, a professor in teacher education institute often collaborates with school teachers to design a series of training activities as well as to provide relative knowledge to a pre-service teacher. However, the school practicum, in addition to the above mentioned, refers to a field experience that involves a pre-service teacher's treatments of facing various people, affairs and equipments. A question is whether the educational knowledge acquired regardless of from university courses and from a field-based course fits with the needs of a pre-service teacher in confronting various problems...

show abstract

Section: Rank-order On Acquisition Of Educational Knowledge and Practsupporting

confidence: 69%

Section: Instructionmentioning

confidence: 99%

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

Tsai¹,

Liu²

2013

HES

View full text Add to dashboard Cite

show abstract

“…This task required discussion between university lecturers, mentors and preservice teachers, with a focus on constructing practical knowledge of teaching and learning through critical reflection on practice. Various researchers have identified that pre-service teachers should develop expertise in methods of inquiry into local problems related to teaching and learning, thus preparing teachers who have the ability to draw on their knowledge of domain-based practice that can then be adapted to their own context (CochranSmith & Lytle, 1999;Darling-Hammond, 2010;Deed et al, 2011). To provide coherence, those providing expert guidance, either university academics or school-based mentors, need a shared understanding of each other's methods and expectations, and artefacts, objects or tools that relate to common processes including critical reflection and school-based inquiry (Akkerman & Bakker, 2011;Deed et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Workplace-Based Practicum: Enabling Expansive Practices

Pridham

Deed

Cox

2013

AJTE

Self Cite

View full text Add to dashboard Cite

“…The Temporality of the pre-service teacher Deed, Cox, and Prain (2011) state that pre-service teachers are tasked with developing practical knowledge about teaching and learning and this learning exists in the context of diverse and contradictory opinions, approaches and frameworks emerging from prior experience, teacher educators mentors, other teachers and peers (see also Pridham, Deed, & Cox, 2013). We add notions of temporality and the coupling of performance with tenure, especially that measured by numbers, to the mix.…”

Section: A Temporal Professionmentioning

confidence: 99%

The generative temporality of teaching under revision

Eacott

Hodges

2014

Critical Studies in Education

View full text Add to dashboard Cite

What we have come to understand as education has a temporal dimension: the school year, progression based on time, timetables, and so on. Similarly, our understanding of teaching is framed by temporality, primarily through salary structures and an implicit coupling of performance with time in the field. We argue that this underlying generative temporality is under revision. This revision is taking place through policy moves such as the professional standards agenda, which unlike salary structures (at least current ones) privilege demonstrable performance over tenure. Such a revision places time not as an external measure in which events and practices take place, but as the very core of such practices and events. Taking stimulus from the role of workintegrated learning within initial teacher education, we engage with this revision of temporality in education. With increasing attention being paid to temporality in scholarship across a number of disciplines, there has arguably never been a more appropriate opportunity to engage with the temporality of teaching.

show abstract

Enablers and Constraints in Achieving Integration in a Teacher Preparation Program

Cited by 17 publications

References 31 publications

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

Workplace-Based Practicum: Enabling Expansive Practices

The generative temporality of teaching under revision

Contact Info

Product

Resources

About