Relearning the meaning and practice of student teaching supervision through collaborative self-study

Montecinos, Carmen; Cnudde, Veerle; González, Maili Ow; Solís, Marco; Suzuki, Emy; Riveros, Marta

doi:10.1016/s0742-051x(02)00043-4

Cited by 28 publications

(9 citation statements)

References 3 publications

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“…It includes the knowledge and skills about explaining the underlying reasons, conceptions, or assumptions of teaching to student teachers, and about student teachers' learning needs or concerns as well as teaching strategies to meet these needs (Loughran, 2014). This pedagogy also includes knowledge and skills about mentoring and supervision of student teacher practices (Montecinos et al, 2002) as well as supervising student teachers' doing research (Roberts & Weston, 2014).…”

Section: Content Of Professional Learningmentioning

confidence: 99%

Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators

Ping

Schellings

Beijaard

et al. 2020

Asia-Pacific Journal of Teacher Education

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This survey study explores how teacher educators perceive relevant aspects of professional learning in their practice. These aspects were considered as important by teacher educators in a previous review study. A total of 583 Dutch and Chinese teacher educators completed a digital questionnaire regarding the content of teacher educators' learning, their learning activities, and reasons for learning. Most teacher educators perceived all professional learning aspects as relevant for their practice. The professional learning scales showed correlations with several background variables, such as educational degree and how teacher educators perceive their identity in the teacher education institutes. When comparing Dutch and Chinese teacher educators, significant differences were only found in their perceptions of research-related scales and the scale "getting input from others". It can be concluded that all aspects are essential for learning and functioning. The differences between Dutch and Chinese teacher educators were related to the contexts in which they work.

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Section: Content Of Professional Learningmentioning

confidence: 99%

Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators

Ping

Schellings

Beijaard

et al. 2020

Asia-Pacific Journal of Teacher Education

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show abstract

“…During the data analysis process, it became increasingly clear that the field instructor's experiences, background and beliefs were relevant to how she enacted her practice. Montecinos et al (2002) write that, 'self-study research is a self-evaluative process, leading to increased understanding and selfawareness' (p. 786). Thus our analysis of Alisa's practices took these influences into account and is included as we discuss the findings regarding her field instruction practices.…”

Section: Discussionmentioning

confidence: 99%

“…Alisa studied her field instruction practice for several reasons. First, self-study has the potential to provide insights about particular issues that could inform future field-instruction practices (Hamilton & Pinnegar, 1998Loughran, 2007;Montecinos et al, 2002). Second, many educators recognize the benefits of an insider's view of specific participants, events, and meaning construction (Baumann & Duffy-Hester, 2000;Hamilton, 1998;Louie, Drevdahl, Purdy, & Stackman, 2003).…”

mentioning

confidence: 99%

Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?

Bates

Rosaen

2010

Studying Teacher Education

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“…Engaging in self-study can strengthen supervisory practices. Supervisors can grow in their ability to attend to ethical dilemmas related to their supervisory practice, coach PST reflectivity (Montecinos et al 2002) and address issues of coherence. (Beck and Kosnik 2002) (Burns et al 2016, p. 419) The integration of the on-campus and practicum components of initial teacher education is complex and, we believe, the cornerstone to achieving an S-STEP approach to practicum.…”

Section: Integration Of the Campus Program And Practicummentioning

confidence: 99%

Initial Teacher Education Practicum 2.0

Petrarca

Nuland

2020

Springer International Handbooks of Education

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Self-study of teacher education practices (S-STEP) within practicum contexts is still an underrepresented area of research within the S-STEP. This chapter revisits and builds upon the practicum-focused chapter from the first volume of this international handbook exploring mainly why the practicum is still a less explored area in the S-STEP community, followed by how teacher educators/ researchers facilitate an S-STEP approach to practicum. The exploration begins by examining the challenges of using S-STEP, reviewing the conditions necessary to facilitate S-STEP in practicum settings, and providing arguments that these

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Relearning the meaning and practice of student teaching supervision through collaborative self-study

Cited by 28 publications

References 3 publications

Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators

Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators

Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?

Initial Teacher Education Practicum 2.0

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