Renaissance of field placement in Taiwan’s teacher education: designing two-stage professional development in an overseas practicum for preservice teachers

Chen, Ken-Zen; Tseng, Ching-Yu; Wu, Chien-Hua

doi:10.1080/02607476.2022.2053358

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…However, studies on practicum have mostly focused on student teachers' views and the difficulties they encounter in practice (Aslan & Saglam, 2018;Batmaz & Ergen, 2020;Caires & Almeida, 2005;Gürbüztürk &Çalış, 2019;Kakazu & Kobayashi, 2022;Koc, 2012;Koc & Yıldız, 2012;Mirici & Ölmez-Çağlar, 2017;Nayır & Çınkır, 2014;Ünver & Kurşunlu, 2014). To strengthen the bridge between theory and practice, studies that support student teachers' teaching skills and professional development through practicum (Chen, Tseng, & Wu, 2022;König, Bremerich-Vos, Buchholtz, & Glutsch, 2020;Sevimli-Celik, 2021;Stenberg, Rajala, & Hilppo, 2016) and studies that show the importance of reflection in a teaching practicum, are increasing (Maaranen & Stenberg, 2017). Also, studies examining the role of mentor and supervisor in a teaching practicum draw attention (Agricola, van der Schaaf, Prins, & van Tartwijk, 2020;Liu, & Sitoe, 2020;Mok & Staub, 2021).…”

Section: Content Organization Skills For Teachingmentioning

confidence: 99%

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Taş

Karabay

2023

Participatory Educational Research

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The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers’ experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a holistic single-case method, examined fourth-year student classroom teachers’ content organization skills in a teaching practicum course. The study was conducted with 11 fourth-year student teachers, who were attending a teaching practicum course, and data were collected through an open-ended test, a semi-structured interview form, and lesson plans. The student teachers were provided with four weeks of training on the components of concepts and generalizations, and with information selecting-organizing-integrating (SOI) techniques. The participants were asked to prepare lesson plans and implement them in the classroom environment. Over six weeks, the researchers provided the participants with feedback and corrections for the lesson plans they prepared. The findings showed that the participants could not reflect the SOI techniques and the components of the concept and generalization in the lesson plans they prepared at the desired level. When the findings from this study were evaluated, we can state that organizing the content in lesson plans and the application of it is indeed a challenging process for student teachers. To efficiently carry out the said task, they need effective and well-structured support from teacher educators.

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Section: Content Organization Skills For Teachingmentioning

confidence: 99%

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Taş

Karabay

2023

Participatory Educational Research

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Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method

Chen,

Tseng,

Oakley

2024

Asia-Pacific Edu Res

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This study investigates the transformative potential of a professional development program launched in 2022 to meet the evolving needs of digital teaching competencies within K-12 and higher education sectors. Using the Cultural-Historical Activity Theory (CHAT) and Change Laboratory (CL) framework, the research examines how a MOOC platform designed and iteratively improved a training program for high school teachers, enhancing their online teaching capabilities. Data were collected through meeting minutes, course materials, participant surveys, and platform engagement analyzed using inductive qualitative methods. The study identifies critical contradictions and tensions within the MOOC platform’s activity system and explores how these challenges were resolved through collaborative and expansive learning. Findings show that the vibrant learning community established through the MOOC platform was critical in supporting teachers’ continuous professional development. Teachers expanded their professional capabilities through peer mentoring, collective problem-solving, and sharing innovative practices, adapting to digital education’s changing demands. The study highlights the importance of ongoing support and community-driven learning in sustaining long-term professional growth. The insights gained through CHAT and CL provide fresh perspectives on the dynamics of online teacher training programs, emphasizing the need for continuous improvement to address evolving needs. The study affirms the critical role of vibrant digital teacher communities as hubs for learning, collaboration, and innovation, calling for further CHAT-based research to enhance MOOC platforms and enrich educational exchanges.

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Unveiling the journey of self-reflection: pre-service Chinese teachers’ experiences in overseas internships

Yang,

Zheng,

Wang

2024

Asia Pacific Journal of Education

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Renaissance of field placement in Taiwan’s teacher education: designing two-stage professional development in an overseas practicum for preservice teachers

Cited by 3 publications

References 27 publications

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method

Unveiling the journey of self-reflection: pre-service Chinese teachers’ experiences in overseas internships

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