Fear of the personal: Assessing students in practicum

Eisenberg, Masha; Heycox, Karen; Hughes, Lesley

doi:10.1080/03124079608411186

Cited by 10 publications

(5 citation statements)

References 10 publications

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“…The assessors refer to the student teachers' personal characteristics as their professional skills, and they recognize competence development as both 'personal' and professional and may associate any successful or unsuccessful practice to the student teachers' personal development (Eisenberg et al, 1996). Rorrison (2010) advocates a more humanitarian, reliable and courteous outlook to practicum assessment.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In the practicum assessment, not only the professional standards but also the 'personal' standards are used by the assessors (Eisenberg, Heycox, & Hughes, 1996). The assessors refer to the student teachers' personal characteristics as their professional skills, and they recognize competence development as both 'personal' and professional and may associate any successful or unsuccessful practice to the student teachers' personal development (Eisenberg et al, 1996).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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This study aims to find out whether or not pre-service EFL teachers are satisfied with the way their performance in teaching practice is measured. A questionnaire was developed to elicit student teachers' views related to the components of the measurement policies employed in the two practicum courses at Anadolu University English Language Teacher Training program. 117 student teachers answered the questionnaire. 12 of them were interviewed to support the quantitative findings. The results of the analyses showed that majority of the students were satisfied with their grades in teaching practicum. Furthermore, student teachers found certain criterion measures as effective means for assessing their performance such as planning-preparation, general organization, and assessment by university supervisors while assessment by cooperating teachers, writing observation and reflection reports, and assessment by peer teachers were found to be the least effective ones. The findings are discussed considering the current measurement policies and certain other practices about teaching practicum component of teacher education programs. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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“…The 'othering' by teachers may result from the teachers' unwitting assumption that their way is normal and privileged (Popkewitz, 1998). Similarly, Eisenberg, Heycox and Hughes (1996) noted in their research on 'failure' social work students that cultural differences and/or gender differences are a significant issue in instances of failure.…”

Section: One Interpretationmentioning

confidence: 93%

Expectations of a pre-service teacher: implications of encountering the unexpected

Hastings¹

2010

Asia-Pacific Journal of Teacher Education

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This paper explores the expectations of a group of site-based teacher educators as each attempted to support a pre-service teacher who struggled to achieve satisfactory outcomes on their professional placement. Discourse analysis of teachers' narratives provided my personal, partial and dynamic (Mauthner & Doucet, 2003) interpretation of what occurred in these typically emotionally painful events. Literature related to emotion, power, 'non-traditional' students and Hargreaves' (2001) 'emotional geographies' aided my attempts to make sense of teachers' stories when viewed through a post-structuralist lens. The paper is concerned with the bases for strong emotional experiences and raises questions in relation to how we can support teachers make sense of discourses that shape their lives and their emotions, particularly with respect to sitebased teacher educators' expectations of their pre-service teacher. This paper also raises questions for university staff and site-based teacher educators in addressing issues raised by this interpretation and I provide suggestions to consider for both when working together to develop quality site-based programs for all the participants.

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“…Many students experience difficulties at some point during their placement (Eisenburg et al . 1996).…”

Section: Benefits Of Co‐supervisionmentioning

confidence: 99%

Co‐supervision of social work students: A model for meeting the future needs of the profession

Coulton¹,

Krimmer²

2005

Australian Social Work

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This article presents co-supervision as an effective and efficient model for field education of social work students. In our current climate of scarce resources and with a changing workforce that is increasingly feminised and part-time, this model provides a framework for efficient resource allocation by sharing the responsibility of field education among more than one social work supervisor. We will describe a model of co-supervision that we have developed over a period of 6 years. We will be using the findings from our own exploratory study for this model along with practice-based reflection to support our proposal that co-supervision is an innovative and beneficial model for field work education of social work students.

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Fear of the personal: Assessing students in practicum

Cited by 10 publications

References 10 publications

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Expectations of a pre-service teacher: implications of encountering the unexpected

Co‐supervision of social work students: A model for meeting the future needs of the profession

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