Enhancing the Capabilities of Associate Teachers in the Practicum: A New Zealand Case Study

Sewell, Alison; Hansen, Sally; Weir, Kama

doi:10.1007/s40841-017-0078-z

Cited by 13 publications

(10 citation statements)

References 25 publications

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“…Such social persuasion is most fruitful within trusting mentoring relationships (Grudnoff, 2011). The value of high quality mentors raises the issue of ensuring the professional preparation for mentors working in these university-school partnerships (Sewell, Hansen, & Weir, 2017). Student teachers are more likely to achieve success leading to higher levels of efficacy in their teaching practice within such supportive and high quality clinical settings.…”

Section: Discussionmentioning

confidence: 99%

Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

Hansen¹,

Sewell²,

Fernando³

et al. 2017

nzaroe

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The aim of this study was to explore the changes in student teacher efficacy beliefs for teaching priority learners over the course of a one-year postgraduate initial teacher education programme. The sample comprised 23 participants enrolled in the 2015 cohort in a pilot initial teacher education programme specifically tailored to enhance student teacher expertise to teach priority learners. Participants completed a specially designed and refined self-efficacy scale – Self-Efficacy with Diverse Learners: Student Teacher Scale – that targeted their efficacy beliefs about successfully promoting learning for priority learners at the start and at the end of their programme. Changes in efficacy beliefs were statistically measured and the findings indicated that student teacher efficacy beliefs for teaching priority learners had improved significantly over the course of their teacher education programme. In particular, the findings showed that their reported efficacy beliefs for implementing strategies for teaching English speakers of other languages, students with low socioeconomic status, and Māori learners had nearly doubled. Such findings have significant implications for teacher education reforms that aim to enhance student teacher adaptive expertise and in so doing, assist with the long-term goal of achieving more equitable educational outcomes in New Zealand.

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Section: Discussionmentioning

confidence: 99%

Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

Hansen¹,

Sewell²,

Fernando³

et al. 2017

nzaroe

Self Cite

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“…Often, research studies have examined practicums during ITE qualifications from the perspectives of the ITE providers and mentor teachers (see, for example, Haigh and Ell, 2014;Sewell et al, 2017;Sheridan and Tindall-Ford, 2018;Trevethan, 2017). However, student teachers' experiences of a practicum are varied and challenging.…”

Section: Introductionmentioning

confidence: 99%

Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

Fletcher

Astall

Everatt

2021

IJMCE

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PurposeThis paper is aims to mentor initial teacher education (ITE) students during their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors impacting student−teachers' experiences during practicums.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

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“…Este estudio 2 busca comprender cómo se utiliza la rúbrica de evaluación durante el practicum como artefacto mediador para permitir a los maestros en formación, en conjunto con su tutor universitario, reflexionar y evaluar el desempeño pedagógico realizado en el aula. La literatura señala que, dadas sus características, el practicum permite que el maestro en formación desarrolle un doble proceso de aprendizaje, tanto en la socialización como en la construcción de conocimiento profesional (Sewell et al, 2017), dado que lo conecta con situaciones reales de enseñanza y aprendizaje que favorecen el proceso de reflexión (Beauchamp, 2015; Kaasila y Lauriala, 2012).…”

Section: Introductionunclassified

Rúbrica de evaluación como instrumento mediador de la reflexión en el practicum de maestros de educación infantil

Jiménez

Mauri

2021

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Se reportan resultados de un estudio cuyo propósito fue describir y comprender el uso de la rúbrica de evaluación como artefacto mediador de la reflexión conjunta entre maestros de educación infantil en formación y su tutor universitario (en el contexto de practicum). Se asume una perspectiva sociocultural y un enfoque interpretativo, desde los cuales se llevó a cabo un estudio de casos múltiples en el que participaron 6 casos, correspondientes a una universidad chilena. Se registraron mediante video 18 sesiones de tutorías individuales que fueron analizadas a partir del modelo de la interactividad. Los resultados muestran, por una parte, que hay diversas formas de organizar las tutorías y, por otra, que no es el instrumento per se lo que determina el uso que puede darse a la rúbrica, sino que éste depende de cómo el tutor decida apoyar las necesidades específicas de cada maestro en el proceso de formación.

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Enhancing the Capabilities of Associate Teachers in the Practicum: A New Zealand Case Study

Cited by 13 publications

References 25 publications

Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

Rúbrica de evaluación como instrumento mediador de la reflexión en el practicum de maestros de educación infantil

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