How School and University Supervising Staff Perceive the Pre-Service Teacher Education Practicum: A Comparative Study

Allen, Jeanne; Ambrosetti, Angelina; Turner, David

doi:10.14221/ajte.2013v38n4.9

Cited by 45 publications

(33 citation statements)

References 33 publications

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“…Ball, et al, 2008;Rowland et al, 2009;Shulman, 1987). Whilst developing the knowledge of mathematics includes a combination of theoretical and practical knowledge (Novotná, 2009), universities and schools are both responsible for bridging the gap between the knowledge taught during coursework and practicum (Allen et al, 2013). Shulman's (1987) seminal work highlighted the importance of considering the different types of knowledge required for teaching and characterised teachers' content knowledge as the "amount and organisation of knowledge in the mind of the teacher..." (p.9).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other smaller studies of pre-service teachers and teachers have highlighted the importance of teacher education program delivery and design and agree university and school partners should work together and collaborate to improve learning for all including teachers, pre-service teachers and university lecturers (Adoniou, 2013;Arnold, Edwards, Hooley, & Williams, 2011;Allen, Ambrosetti, & Turner, 2013;Kazemi, Franke, & Lampert, 2009). An example of such collaboration is a flexible integrated approach where pre-service teachers attended school-based tutorials at the school they completed their practicum, assisting development of their teacher identity (Harlow & Cobb, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Livy

Vale

Herbert

2016

AJTE

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Livy

Vale

Herbert

2016

AJTE

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“…Others have focused on the relationships between the triad composed of the student teacher and two trainers (Meegan, Dunning, Belton & Woods, 2013;Veal & Rickard, 1998) and their impacts (Kauffman, 1992). Some work focuses on the role of trainers and students teachers (Allen, Ambrosetti & Turner, 2013;Correa Molina, 2006;Campbell & Lott, 2010;Wong, 2011) and emphasizes the need for harmonization between the interventions of cooperating teachers and university supervisors (Couchara, 1997;Gervais & Desrosiers, 2005).…”

Section: The Importance Of Collaboration For Student Teacher Trainersmentioning

confidence: 99%

Complete Issue

Mogadime

2017

Brock Education Journal

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The articles in this issue of Brock Education: A Journal of Educational Research and Practice feature innovative educational inquiries that are designed to explore answers to sets of problems that if better understood stand to improve the quality of educational experiences for both students and educators. For example, a theme consistent across the articles is commitment to sustained research inquiry. Albeit within a broad range of educational contexts. Nonetheless these research articles make known the fact that the educational issue they each tackle requires sustained inquiry to arrive at meaningful discovery that makes a difference.In their coauthored article, Savage and DiBiase highlight the negative psychosocial outcomes highly relationally aggressive female middle school students, so-called 'mean girls', face. Using a multistage statistical clustering procedure, the researchers identified a group of highly, yet almost exclusively, relationally aggressive female students. They then compared this group of students to a matched group of non-aggressive female students on a variety of behavioural, social, psychological and personality variables. The authors report that high levels of relational aggression in these female students, even in the absence of physical and verbal aggression, are correlated with numerous maladaptive behaviours, personality patterns and social functioning deficits. Savage and DiBiase discuss the possible interventions for this group of young women but caution a condition that should be met includes recognition on the part of the individual that the intervention is in their best interest. The implications of their research include a call for longitudinal studies to begin in early childhood and continue to adulthood to give an accurate picture regarding the stability of high levels of relational aggression.According to Lock et al, in the second article of this Brock Education Journal issue, coteaching holds many positive benefits for instructors in higher education. Supported by institutional funding for research design based on the Scholarship of Teaching Learning (SoTL) the team of instructors documented their investigation of coteaching a 'Nurse as Educator' course, over a period of two years. The notion was the instructors were to model their coteaching practices so nursing students could apply that understanding to their own co-teaching assignment. The train the trainer approach held possibilities for nursing instructors to grow professionally through critical dialogue with their colleagues regarding their own teaching practice. As the coauthors argue, "the strength of co-teaching informs educators' understanding of their own teaching practice and fosters a rediscovery of their passion for teaching." The inquiry produced four recommendations for practice and two implications for educational development and administration.In their coauthored contribution, featured as the third article, Portelance, Caron and Martineau examine collaboration between student teacher trainers, the cooperati...

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“…Also, there is the clear distinction in some cases between what are considered theoretical university and practical classroom learning requirements, accentuated by the extraction of practicum from within teaching units in some courses (Allen, Ambrosetti, & Turner, 2013;Darling-Hammond, 2010;Keogh, Dole, & Hudson, 2006;Korthagen, Loughran, & Russell, 2006). Thereafter, inadequately defined roles and poor communication between stakeholders contribute to a situation where the administrative requirements of placement availability receive greater attention than student learning needs (Allen & Wright, 2014).…”

Section: Theory-practice Dissonancementioning

confidence: 99%

“…Furthermore, linking school professional experiences to assessable university coursework represents a valuable opportunity to integrate theory and practice that in turn can promote ongoing professional learning among graduate teachers (Allen, Ambrosetti, and Turner, 2013;Allen and Wright, 2014;Kruger, Davies, Eckersley, Newell & Cherednichenko, 2009).…”

Section: Teacher Educators Must Be Prepared To Create Partnerships Wimentioning

confidence: 99%

Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP)

Kertesz¹,

Downing²

2016

AJTE

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How School and University Supervising Staff Perceive the Pre-Service Teacher Education Practicum: A Comparative Study

Cited by 45 publications

References 33 publications

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Complete Issue

Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP)

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