Pre-service teachers’ use of the objective knowledge framework for reflection during practicum

Chitpin, Stephanie; Simon, Marielle; Galipeau, James

doi:10.1016/j.tate.2008.04.001

Cited by 43 publications

(28 citation statements)

References 36 publications

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“…They valued opportunities to gain experience of what it meant to work with a class of school students on their own and to begin to discover effective approaches to managing students in classes. Chitpin et al (2008) also found that the practicum can provide some alternative ways in solving classroom management problems. In this study this seems to have included developing and testing a range of resources with different school students.…”

Section: Discussionmentioning

confidence: 95%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

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How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student-teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated in this study by asking 480 student teachers in three universities in Turkey and England in 2010-2011 about how well their universities prepared them for the practicum; what made practicums successful; and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students' diverse learning needs, in recognising multiple students' perspectives, and in grounding their understanding of what it meant to be a teacher 'for real'.

show abstract

Section: Discussionmentioning

confidence: 95%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

show abstract

“…Furthermore, teachers must be trained to frame their problems-solutions in a way that their background knowledge does not interfere with their cognitive processing. In other words, they must be trained to effectively bracket the background and focus on one or two aspects of the situation (Chitpin, Simon & Galipeau, 2008;Chitpin & Evers, 2005) or agree on the bodies of background knowledge.…”

Section: Discussionmentioning

confidence: 99%

Using Popper’s Philosophy of Science to Build Pre-Service Teachers’ Knowledge

Chitpin¹,

Evers²

2012

IJE

Self Cite

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Over a series of influential publications, the philosopher of science, Karl Popper, developed an account of how scientific knowledge grows. This article explores the use of Popper’s account, referred to here as the Objective Knowledge Growth Framework (OKGF), in order to guide the growth of professional knowledge among a group of pre-service teachers. The evidence from the study shows that this method of critical self-learning does facilitate a useful trajectory for professional knowledge growth.

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“…To prepare their final internship reports, all students have been advised to keep their observation logs which are used to record what they observe in practicum activities (Crookes, 2003), reflect on their participation in student excursion, staff meetings, curriculum development and inclass teaching practices (Chitpin, Simon, & Galipeau, 2008). Furthermore, it allows the author to undertake an inside analysis and exploration of the student teachers' practicum experiences with reference to his own on-site observation and communication, and a deeper understanding and true account of their personal reflections and teaching practices begin to emerge.…”

Section: Information Source and Methodologymentioning

confidence: 99%

Two Heads Are Better Than One: Team Teaching in TESOL Internship

Ping

2013

StALan

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This article aims to critically look at team teaching approach that is currently used in UWS TESOL internship program and the role it plays in achieving teaching and learning effectiveness and outcomes. Specifically, using ethnography approach, this project examines benefits this innovative student-centred approach brings to teacher mentors, student teachers and students, and further discusses various potential issues that may emerge. Both supervising teachers and student teachers who undertake their practicum at various English language centres work as a team cooperatively (e.g. researching curriculum resources, designing classroom activities, preparing lesson plans), communicate on a regularly basis and in various ways (e.g. face-to-face and via emails), and reflect on their teaching experience (e.g. both strengths and weaknesses). Both parties comment that team teaching approach encourages individual input and team communication as well as collaboration, promotes flexible use of teaching methods, develops critical thinking skills, contributes to quality teaching and accommodative learning, and maximises student learning experience as indicated in our operations of TESOL internship program for years. Student feedback is also positive in that their individual learning needs are met and supported. Meanwhile, the author also notes some emerging issues and challenges (e.g. student teachers' knowledge gaps in grammar, time management and intercultural communicative competence issue) in the current internship practice. Finally, team teaching approach is pedagogically discussed and recommendations are made to address the emerging issues for future improvements.

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Pre-service teachers’ use of the objective knowledge framework for reflection during practicum

Cited by 43 publications

References 36 publications

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Using Popper’s Philosophy of Science to Build Pre-Service Teachers’ Knowledge

Two Heads Are Better Than One: Team Teaching in TESOL Internship

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