Looking at Rural Communities in Teacher Preparation: Insight into a P—12 Schoolhouse

Todd, Reese H.; Agnello, Mary Frances

doi:10.3200/tsss.97.4.178-184

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…Subgoal 3: Expand the acquaintance with the teacher's role 13 References: Ariav (2001), Dinsmore and Wegner (2006), Ewart and Straw (2005), Goodnough et al (2009), Iliyan and Toren (2006), Knoblauch and Hoy (2008), Knutson, Zuniga, and Gonzalez (2007), Lake and Jones (2008), Nokes et al (2008), Scantlebury et al (2008), Slick (1998), Todd and Agnello (2006), Woods and Weasmer (2003).…”

Section: Goalsmentioning

confidence: 97%

“…Outcomes of the practicum. Skamp and Mueller (2001), Todd and Agnello (2006), Vacc and Bright (1999), Woods and Weasmer (2003), Yayli (2008).…”

Section: Outcomes Of the Practicummentioning

confidence: 97%

“…5 References: Anderson et al (2006), Blasi (2002), Slick (1998), Todd and Agnello (2006), Vuchic and Robb (2006).…”

Section: Cluster 4: Unspecified Activitiesmentioning

confidence: 99%

“…,Nokes et al (2008),Proctor et al (2001),Scantlebury et al (2008),Shen (2002),Tang (2003),Todd and Agnello (2006),Velez-Rendon (2006),Vuchic and Robb (2006), Woods andWeasmer (2003),Yayli (2008),Yendol-Hoppey (2007).…”

mentioning

confidence: 96%

“…Promoting cooperation between mentor-teachers and their mentees 7 References:Epanchin and Colluci (2002),Hammerness (2006),Perry et al (2006),Shen (2002),Tang (2003),Todd and Agnello (2006),Yendol-Hoppey (2007).…”

mentioning

confidence: 99%

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The practicum in preservice teacher education: a review of empirical studies

2013

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This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils' diversity. The supervisors' role is focused mainly on the preservice teachers' inner world, and only few studies examined school students' achievements as a result of preservice teachers' instruction. The individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged. Preservice teachers' acquaintance with staff and principals at the host school were a negligible part of the practicum descriptions. The discussion will portray two kinds of asymmetric relations between the host schools and the teacher education programs, and one kind of symmetric relations emerging from the descriptions of the practicum. The implications will suggest a broader view of the practicum, designing a new teacher education program embedded in school organizational culture.

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