Dissertations / Theses on the topic 'Practicum'
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Swanson, Andrew Charles. "Services learning practicum." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/ASwanson2005.pdf.
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Olsen, Kaelin. "Practicum Students' Beliefs About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2570.
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This study examined practicum students ' beliefs and experiences abo ut developmentally appropriate practice (DAP) prior to a practicum experience and following it. Another goal was to examine differences between the practicum students' majors and their pre- and posttest DAP beliefs and experiences scores. Finally, this investigation sought to determine the differences between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting.
A total of 95 students completing a practicum in the Adele and Dale Young Child Development Laboratory in the infant (Group I) or the 2-year-old classroom (Group 2) participated in the study. The students completed the Teacher Beliefs and Praclices Survey: Infan/s and Toddlers, as well as the Teacher Beliefs and Praclices Survey: Jnfanls if they were in Group I, or the Teacher Beliefs and Praclices Survey:
Toddlers, if they worked with Group 2. The questionnaire consisted of two sections. The items on the first part were designed to assess the practicum students' beliefs about DAP. The second part of the questionnaire measured practicum students' experiences and activities in the infant or toddler classroom.
Findings from the infants and toddlers measure indicate that the practicum students did show a statistically significant increase from pretest to posttest in their DAP beliefs, and a statistically significant decrease in DAP experiences. This might suggest that the students were able to understand the theories and philosophies of DAP; however, interpreting the guidelines of DAP into classroom practice in the short time associated with the practicum was a difficult task.
Results also showed a statistically significant difference between practicum students of different majors and their DAP beliefs and experiences prior to the practicum experience as compared to after. Practicum students with majors in family, consumer, and human development with an emphasis in human development showed the greatest increases in their DAP beliefs over time. Students majoring the early childhood education and related majors showed a statistically significant increase in their DAP experiences between pre- and posttest.
Finally, analyses to determine the relationship between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting showed that Group I (infants) had a statistically significant increase in DAP belief scores, even though they spent less time in the practicum setting. Group II (toddlers), who spent a longer time in the practicum selling, had a statistically significant increase in DAP experience scores.
Implications of these findings for teacher educators and students are presented. Recommendations for future research are also included.
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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.
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“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Elligate, John Edward. "Developing better practice for beginning primary teachers: The significance of the practicum." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/76566fd6fa392f190858e8e04d872c3ed5419e95db3425a3bf2dbe4299e6c36a/2164818/64857_downloaded_stream_82.pdf.
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Practicum' refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the 'extended practicum' into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers.;These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Jenkins, Jarrid Cameron. "The extended practicum beyond the classroom option : impacts of a pre-service practicum in a museum setting." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/24370.
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A key challenge facing reformist teacher educators and researchers today is one of aligning pre-service teachers’ epistemologies and pedagogies with current theories of learning and teaching. The deficiencies in the traditional school-based practicum experience can be argued to complicate the process by reinforcing pre-service teachers’ value of naïve epistemologies and contributing to pre-service teachers’ questions about the relevance of more dominant epistemologies of learning and teaching. Based on recent research, teacher educators considered the role of non-traditional practicum structures in teacher development to be a viable complement, specifically the development of a Schönian practicum option.
A qualitative study case study methodology was employed to examine the experiences, conceptions of learning and teaching, and teaching development of three small cohorts of pre-service teachers participating in practicum experiences at an aquarium, an art gallery, and a science centre. Participants developed flexible pedagogies, gained experience using constructivist pedagogical principles, insights into the affective components of pedagogical relationships, felt better prepared for the role of a Teacher-On-Call, and used reflective practice to consider the effect of their pedagogical choices on student engagement, learning and motivation.
This study illustrates the potential for using museum spaces as the context of non-traditional Schönian practicum spaces that can more effectively transition pre-service teachers’ naïve epistemologies of learning and teaching to more sophisticated ones and supports the potential for effective reforms to programs of teacher education.
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Chandler, C. Lee. "Students' perception index of the MUGC school psychology practicum a correlation of course work with practicum experiences /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=340.
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Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.
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Ong, Ondo Charles Ochieng. "Pedagogical practice and support of English language student teachers during the practicum in Kenya." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/2156/.
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This study is an analysis of pedagogical practice and support of English language student teachers during a practicum (teaching practice) in Kenya with a view to discerning what they learnt and the issues that influenced such learning. The study was conducted against a background of calls for research that could provide information for reform of teacher education in general and English language teacher education (ELTE) in particular. The practicum is recognised as an important aspect of all professional learning and is part of most teacher education programmes all over the world. Yet, my literature review revealed that very little research exists in this area, more so in ELTE. Of the previous studies on teaching practice (TP), very few are from developing countries and certainly none (that I know of) in Kenya. This was an interpretive qualitative case study involving seventeen participants - six student teachers, six teacher educators and five cooperating teachers. Data was generated through semi-structured interviews, observations and analysis of relevant documents. The findings generally show that the English language student teachers' practice was mainly focused on surviving the practicum and getting the desired grades to enable them graduate successfully. Consequently, though they learnt some procedural pedagogical knowledge, they were not supported to develop pedagogical reasoning, which is supposed to be the main goal of TP. Some of the issues that influenced teacher learning in this manner were: a weak link between coursework at university and practice in schools, the lack of a clear definition of the parameters of practice and inappropriate conceptualisation of support. My study contributes to the field of ELTE by qualitatively analysing the experiences of all the key participants during one TP session and exploring the question of what the student teachers actually learn during their placements, in a more holistic manner than has featured in most previous research on TP in the field. My study also supports some earlier studies that had similar findings on some aspects of TP; for example, that student teacher learning is only effective during the practicum if there is coordination between all the partners on ELTE. I believe the findings of my study are relevant to TP in other subjects in Kenya, and also other Anglophone African countries where the system of the practicum is generally quite similar.
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Caners, Marie. "Structural family therapy, a social work practicum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53133.pdf.
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Ma, Xiuli, and 马秀丽. "Student teachers' professional learning in teaching practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329411.
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This thesis reports on an ethnographic inquiry into student teachers’ professional learning and development in a four-month practicum, during which no mentor is present. The subject background is Teaching Chinese as a Second Language (TCSL) in mainland China. This study draws on a variety of theories, such as Wenger’s social learning theory, Brookfield’s significant personal learning theory, Fuller’s teacher concern theory and Ghaye’s reflection hierarchy model, to conceptualize a theoretical framework to interpret collected data. The research involves two phases, i.e., the pilot and main study, each of which includes three participants. This thesis mainly reports the three cases in the main phase, with a brief account of the pilot phase. The methodological orientation of this research is naturalistic inquiry, which involves multiple data collection methods, such as student teachers’ reflective journals, individual and group interviews, lesson observations, documentary analysis, field notes and email correspondence, of which reflective journals are the main data source.
The findings suggest that the student teachers are highly self-reliant in undertaking professional learning when no mentors are present. Very little participation in the professional community has been identified in all of the six cases, which is presumably attributed to the no mentorship context. Student teachers who possess a strong passion for teaching make attempts to expand their professional communities at the initial stage of the practicum; however, they are demotivated when their attempts fail. They thereafter have to rely on their own initiative by drawing on their prior teaching experiences or other resources available in their personal communities. Those who are not passionate about teaching do not take the initiative to widen their professional communities and make no changes throughout the practicum.
The results also indicate that the student teachers suffer extreme anxiety, often for the whole practicum period. They are tormented by self-doubt and panic about the uncertainties and emergencies in teaching. They show great concern for “self” throughout the practicum and rarely demonstrate concern for “tasks”, “teaching performance” or “learners”. Their concern for survival predominates the whole practicum. The student teachers’ reflections as revealed in their teaching journals are basically at the descriptive and perceptive level. Little higher-level reflection has been identified. This is also likely to be associated with the no mentorship context.
Recommendations for the TCSL teacher preparation programmes and the student teachers are highlighted. For the programmes, providing a more structured and supportive environment is suggested. The student teachers are advised to take more initiative to widen their professional communities and to have more peer learning and self-directed learning. A good combination of formal and informal learning can enable them to achieve the maximum professional growth in the practicum.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Mutiti, Samuel. "A PRACTICUM WITH CLERMONT COUNTY: STORMWATER REGULATIONS." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1070642524.
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Sturm-Mexic, Jannette. "Counselor trainees' perceptions of preparedness for practicum supervision." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,286.
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Thesis (Ph. D.)--University of New Orleans, 2005.Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.
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Whitta, John A. "An investigation of the dimensions of environmental determinants of students' satisfaction with practice teaching." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36615/1/36615_Digitised%20Thesis.pdf.
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In this study, the dimensions of environmental determinants of students' satisfaction with their practice teaching were identified and examined. The study employed a non-experimental survey design and utilised a methodology suggested by Hays (1982) for data analysis. Aspects of the vitamin model of job satisfaction developed by Warr (1986, 1987) provided a theoretical base for the study.
Two hundred and ninety-five primary teacher education students completed a fifty-five-item questionnaire developed for the study. A factor analysis of these students' responses identified five dimensions. These were named "professional autonomy experienced by student teacher", "social integration into the school environment", "management of the practice teaching program", "mentoring provided by supervising teacher" and "security for the student teacher". Cronbach alpha reliabilities for the dimensions ranged from .94 to .78. Aspects of these dimensions were examined using students' responses to the initial questionnaire items and short statements in which they had provided brief descriptions of events that had occurred during practice teaching and which had given them very high satisfaction or very low satisfaction.
A multiple regression analysis was used to investigate the relationship between the five dimensions identified in the study and a measure of students' overall satisfaction with practice teaching. The five dimensions accounted for 72% of the variance in students' overall satisfaction with their practice teaching. Three of the five dimensions contributed significantly to the regression equation. These were "professional autonomy experienced by student teacher", "social integration into the school environment" and "mentoring provided by supervising teacher".
Possible contributions of a range of demographic variables to students' overall satisfaction and their relationships to the five dimensions were also examined. The demographic variables did not contribute significantly to students' overall satisfaction with practice teaching and did not act as intervening variables for the dimensions. Only three demographic variables showed significant correlations with the dimensions.
The study supported Warr's claims that his categories could be used in areas other than the industrial settings in which they were developed and also provided support for his claimed comprehensiveness of those categories. The dimensions appeared to provide a comprehensive coverage of the practice teaching environment and preserved the vitamin aspect of Warr's original model.
Findings were related to previous studies and suggestions provided for further research and improvements for practice teaching.
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McPherson, Suzin J. "From practicum to practice, two beginning teachers' perceptions of the quality of their preservice preparation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53011.pdf.
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Jiménez, Segura Flor Isabel. "La evaluación del Practicum de Formación del Profesorado." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/283565.
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Esta tesis tiene como finalidad profundizar en el análisis de las prácticas de evaluación del Practicum en la formación del profesorado, basada en competencias desde una perspectiva constructivista sociocultural y situada. Concebimos las prácticas de evaluación como una actividad estrechamente vinculada al proceso de enseñanza y aprendizaje de las competencias. Además, consideramos que la perspectiva constructivista sociocultural y situada entiende el contexto sociocultural como aquello que facilita a las personas estar en interacción con otros miembros de la sociedad más experimentadas, que les ayudan en la adquisición de conocimientos y competencias.
Nuestro estudio tiene cuatro propósitos. El primero es conocer y analizar lo que declaran los tutores universitarios del Practicum sobre las prácticas de evaluación del Practicum basado en competencias en la formación del profesorado. El segundo es identificar y analizar el feedback que dicen los tutores universitarios del Practicum que usan para el ajuste de la ayuda de los alumnos. El tercero es describir los problemas y dificultades que los tutores universitarios del Practicum relacionan con la evaluación del aprendizaje de los estudiantes a partir de un enfoque de competencias y, por último, el cuarto es conocer las expectativas de los tutores universitarios del Practicum sobre las nuevas propuestas de evaluación y calificación que exigen las nuevas titulaciones oficiales de grado basadas en competencias.
Elegimos la opción metodológica de estudio de casos, ya que nos permitió identificar, describir y comprender, mediante la triangulación de informaciones diversas (cuestionario y entrevistas), determinadas representaciones e interpretaciones que los tutores universitarios declararon sobre las prácticas de evaluación del Practicum.
Algunos de los resultados obtenidos permiten concluir que los tutores universitarios fundamentan la práctica de evaluación en un enfoque pedagógico que permite realizar valoraciones de forma continua y reguladora, formativa y formadora, situada y auténtica apoyada en una perspectiva constructivista sociocultural. Sin embargo, es necesario analizar en el enfoque educativo de la evaluación la relación entre la función pedagógica de la evaluación y la función social.
En lo relativo al programa de evaluación, resulta conveniente, mejorar las situaciones de evaluación. Reflexionando, por una parte, sobre el papel dado a la memoria o carpeta de aprendizaje en todo el proceso del Practicum y, por otra parte, sobre las actividades de preparación de la actividad de evaluación (o memoria) que se dan en los momentos iniciales y a lo largo del Practicum.
En lo relativo a las situaciones de evaluación del Practicum propiamente dichas, cabe ser consciente de que la memoria o carpeta es un instrumento que presenta limitaciones importantes para valorar todas las competencias relevantes que se pretende que los alumnos aprendan en el Practicum.
También se debería mejorar el uso que se hace del feedback y de la calificación, de modo que el primero resulte más explícito, compartido y, en definitiva, componga un sistema completo y bien distribuido, y la segunda se fundamente sobre criterios claros y también compartidos entre tutores y con los estudiantes.
Los tutores universitarios del Practicum ven la necesidad de que los agentes involucrados en las prácticas de evaluación profundicen en el programa docente y en el programa evaluativo.The purpose of this thesis is to examine in depth the analysis of the evaluation practices in teacher’s academic training, based on Competency Education from a located sociocultural constructivism perspective. We conceive the assessment practices as an activity closely linked to the process of teaching and learning skills. In addition, we consider the located socio-cultural constructivist perspective understands the socio-cultural context as a facilitator of interactions among the people with more experience from the society, who assist to the learners in the acquisition of knowledge and skills. Our study has four purposes. The first one is to understand and analyze what the Practicum university tutors say about the evaluation practices of the Practicum based on Competency Education. The second one is to identify and analyze the feedback reported by the university tutors which aids to adjust the helping actions for the students. The third one is to describe the problems and difficulties that the Practicum university tutors relate to students learning evaluation based on a Competence approach, and the last one, the fourth is to know the university tutors of the Practicum’s expectations about the new evaluation and grading proposals that are required by the new official degrees based on competencies. We chose the case study method, because it enabled us to identify, describe and understand, through triangulation process the different information (questionnaire and interviews), representations and interpretations from the university tutors’ point of view about the evaluation practices. Some of the results allow us to conclude that university tutors base their assessment practices on a pedagogical approach which allows them to make continuous and regulatory valuations, training and forming, located and authentic form supported on a socio-cultural constructivist perspective. However, it is necessary to analyze from an educational approach the relationship between evaluation function and social function. As regards the assessment program, it is advisable, to improve evaluation contexts. Reflecting, on the one hand, on the role given to memory or learning folder throughout the Practicum process and, on the other hand, about the preparation for evaluation activities (or memory) that take place at the initial moments and throughout the Practicum. As regards of Practicum assessment situations, one should be aware of the significant limitations of the memory or folder instrument for evaluating every relevant competencies intended to be learned by students in the Practicum. Also, it will be necessary to improve the use of the feedback and grading should be based on accurate criteria and shared with tutors and students. The Practicum University tutors see the need that the actors get involved in the assessment practices deepen in the teaching program and the evaluation program.
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Ulibarri, Desirea Duarte. "Volunteer system project Regis University Networking Lab Practicum /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/DUlibarriPartI2006.pdf.
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Abu, Bakar Zainudin Bin. "Clinical supervision in the Malaysian teaching practicum context." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425053.
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MacKinnon, Allan Murray. "Conceptualizing a "reflective practicum" in constructivist science teaching." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29365.
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This study addresses the problem of conceptualizing the dynamic processes of the practicum in learning how to teach science. It is concerned with the character of the dialogue and relationship between a supervisory teacher and a student teacher, as they inquire into the ways in which pupils conceptualize science concepts and classroom events. Of particular importance is the capacity, or disposition, of a science teacher for appreciating the ways in which pupils make sense of the phenomena that are studied in science classrooms. Thus, the study focusses on the ways in which a student teacher can be encouraged to inquire into the matter of teaching science.
The investigator draws from two perspectives in formulating the theoretical framework for the study. A "constructivist" perspective on the acquisition of knowledge is utilized to inform the events of science teaching. Briefly, this perspective is organized about the variety of ways events can be perceived by different individuals, according to the concepts and conceptual frameworks they use to organize and represent experiences. In science teaching, there is frequently a tension between perceptions derived from the concepts of "ordinary language" and those concepts emanating from "scientific language." A constructivist view of science teaching is developed to characterize this tension, and to point out important implications for science teaching.
The other perspective that has been useful in formulating the theoretical framework for the study is a view of practicum events emanating from Donald Schon's analysis of "reflective teaching." This view focusses on the practicum supervisor's demonstration and description of pedagogical knowledge, as well as the student teacher's imitation and construction of this knowledge. This view of the practicum considers how a student teacher learns to "see" the practice setting as the supervisor does, and how the meaning of the supervisor's model is derived from the student teacher's experiences in the practice setting.
The combined "Schonean-constructivist" perspective results in the derivation of an "analytic scheme" used to interpret two case studies of a "reflective practicum in constructivist science teaching." The database for these case studies consists of verbatim transcriptions of science lessons and supervisory conferences collected from the practica of two student teachers—Rosie and Kevin. Their supervising teachers, Colin and Gary, were experienced science teachers who subscribed to a constructivist perspective in guiding and making sense of their own practice. The analysis focusses on Colin and Gary's style of supervision, specifically in terms of Schon's three "models of coaching reflective practice." These models are referred to as "Follow Me," "Joint Experimentation," and "Hall of Mirrors." A set of "clues" for identifying the attributes of these models is derived from the analysis and illustrated by examining particularly informative excerpts of their supervisory conferences with Rosie and Kevin.
The contribution of the study is the analytic scheme and its associated "clue structure" for identifying patterns of events in a reflective practicum in which the focus is on constructivist science teaching approaches. The general conclusion is that the analytic scheme and clue structure for identifying the three models of coaching reflective practice are both relevant and useful for thinking about events in a practicum in science teaching.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Veale, Ann. "The relationship of the practicum to teacher development." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.
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Wagner, Allison B. "Four Eagles Lake Management Plan: A Practicum Report." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398896623.
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Bonner, Michael L. "Accountability of School Psychology Practicum: A Procedural Replication." Cincinnati, Ohio : University of Cincinnati, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1006784236.
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Benson, Johnett. "Evaluation of a Clinical Practicum Evaluation Tool to Address the Education to Practice Gap in Nursing." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368114147.
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Derksen, Harold Kenneth. "The role of oral language in the practicum classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.
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Baylor, Janice. "Graduate Student Self-Efficacy during the Psychology Practicum Experience." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7530.
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There has been limited attention as to whether effective clinical supervisors help to build self-efficacy in clinical trainees by focusing on positive instances of their behavior during practicum. Trainees' may enter practicum with lower self-efficacy regarding their skills and having a supervisor that provides an experience that was positive would be expected to lead to higher self-efficacy. The purpose of this study was to quantitatively examine whether a relationship existed between self-efficacy and graduate students' experience in practicum training as measured by the role conflict subscale of the role conflict and role ambiguity inventory); working alliance inventory-supervisee; supervision evaluation questionnaire; and self-efficacy inventory. The study drew on Bandura's social cognitive theory to understand self-efficacy and make predictions about it based the working alliance, role conflict, and role ambiguity from the perspective of the trainee. It was hypothesized that there would be a relationship between graduate students' self-efficacy and supervision during practicum. Data collection included survey responses from 64 doctoral-level trainee in clinical psychology programs recruited through Facebook and Survey Monkey. Results from the quantitative, correlation study revealed a significant positive correlation between role ambiguity and self-efficacy. The remaining research questions did not yield significant results. Future recommendations include larger sample sizes and perhaps mixed methods approach to the research. The positive social change implications of this research indicated that when building positive relationships with trainees the more likely they would experience higher self-efficacy.
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Turnbull, Margaret D. "Student teacher professional agency in the practicum : myth or possibility? /." Curtin University of Technology, School of Humanities, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13892.
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This thesis investigated professional agency for student teachers in their final practicum of the Auckland College of Education Bachelor of Education (Teaching) early childhood pathway. Professional agency is an element in the matrix representation of the philosophy of the degree programme. Relevant to this study a working definition of professional agency with regard to the practicum was articulated through a consultative process with early childhood colleagues and final year student teachers who were not involved in this investigation. Six student teachers volunteered to engage in this research. Their respective associate teachers and visiting lecturers also agreed to contribute to the investigation. All participants were interviewed by means of semistructured interviews before and after the final practicum. This process provided a total of thirty- six interviews, which were transcribed and analysed. The research was based in a constructivist-interpretive research paradigm with a view to understanding social reality as perceived by the research participants. The methodology encompassed a qualitative case study approach framed within Giddens' (1984) theory of structuration. Congruent with Giddens' theory the practicum was constructed as a social system and the relevant actors were identified. Subsequently, data analysis revealed the student teachers as actors who operated with agency. However, when the concept of professional agency was investigated only three of the six student teachers were deemed to have achieved all of the elements of the working definition. Pertinent to Giddens' theory the intersections of practice between the student teachers and their associate teachers and visiting lecturers were examined. This scrutiny illuminated factors that were perceived to have contributed to or detracted from professional agency.A further mode of analysis advocated by Giddens revealed that practices actioned in the social system or context of the tertiary institution were not necessarily effectively carried out in the practicum environment. Therefore, due to lack of appropriate links between social and system integration, provision for professional agency was impeded. Findings from the research prompted the argument that opportunity for student teachers to achieve professional agency in their final practicum was contingent upon system integration in the practicum. Arising from that conclusion a theoretical model to promote system integration in the practicum was proposed. The model was supported by recommendations for improved practicum preparation for the early childhood student teachers, and on-going professional development in supervisory practice for the visiting lecturers and the associate teachers. Principles to underpin the supervision of adults in the practicum were identified, and a reconstructed working definition of professional agency was articulated. A significant outcome of this research was the introduction of the notion of student teacher professional agency to the research literature on the practicum. Another important feature was the utilisation of Giddens' (1984) theory of structuration to analyse the practicum. In viewing the practicum as a social system, and applying the three modes of analyses recommended by Giddens, new insights into the professional practices of the relevant social actors were gained.
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Watt, Sylvia Susan. "An examination of contextual supervision in a preschool practicum setting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0005/MQ37661.pdf.
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Du, Zhi-cang. "A fiscal impact model for Montgomery County : practicum in planning /." Master's thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01262010-020105/.
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Elliott, Nigel Charles. "Charting the practicum : a journey in probation and social work." Thesis, Kingston University, 2006. http://eprints.kingston.ac.uk/20339/.
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Mullins, Christine M. "Online Master Teacher Presentation: NRSE 5010 Advanced Health Assessment Practicum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7126.
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.
Full textAbstract:
The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. CopyrightDissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-03302010-152226.
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Branco, Annabella Maria. "A study of six student teachers' planning experiences in the practicum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21551.pdf.
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Cummins, Damion R. "The Role of Practicum and Intern Supervisees in Professional Identity Development." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/917.
Full textAbstract:
A strong professional counselor identity is vital for supervisees in training (Hansen, 2003). Supervision has been linked to enhancing the development of a professional identity in supervisees (Bernard & Goodyear, 2004). In a study of counselor interns, Weaks (2002) found supervisees require three core conditions in supervision necessary for developing a professional identity: equality, safety, and challenge. In a similar study, Howard, Inman, and Altman (2006) found beginning practicum supervisees experienced five critical incidents in their professional growth: professional identity, personal reactions, competence, supervision, and philosophy of counseling. The purpose of this study was to explore how practicum and internship supervisees across the two varying educational levels (practicum and internship) experience the development of a professional counselor identity in supervision. This study examined (a) whether internship supervisees experience the same five critical incidents in their development of a professional identity as practicum supervisees (Howard, Inman, & Altman; 2006), and (b) whether practicum supervisees require the same three core conditions (Weaks, 2002) necessary for developing a professional identity that internship supervisees experienced. My study found that internship supervisees experienced the same five critical incidents with fluctuation in their development of a professional identity as practicum supervisees in Howard et al.'s (2006) research. Conversely, practicum supervisees in my research did not require all three core conditions necessary for developing a professional identity that internship supervisees experienced in Weaks’ (2002) qualitative study. This study was significant in that it provided empirical research to assist supervisors and counselor educators in understanding the experiences of practicum and internship supervisees.
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Hemphill, Jean Croce. "Nurse Managed Care for the Homeless: A Faculty-Student Practicum Site." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etsu-works/7601.
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Frace, Kristen Jessica. "Goal attainment scaling to determine effectiveness of school psychology practicum students." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1002.
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Mitchell, Jane, and n/a. "Negotiating the practice of teaching : a study of evaluative discourse between student teachers and their associates." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061018.141211.
Full textAbstract:
The central question in this thesis is How do participants in the practicum interact in order
to evaluate teaching practice? This question has been posed for several reasons:
1. The practicum is a crucial part of teacher education and teacher socialisation;
2. Little is known about the nature of student teacher learning during the practicum;
3. Much of what happens during practicum interactions is taken for granted, and needs to
be made explicit in order to fully understand how student teachers learn and what it is
important for them to know.
In order to investigate this question this study examines the interactions between student
teachers and their supervising teachers in post lesson conferences. These conferences are
a site in which practicum participants evaluate teaching practice and in which values,
beliefs and knowledge about teaching in the context of the classroom and the practicum
are produced and reproduced. To obtain data on the ways in which participants interact
in post lesson conferences tape recordings of conferences and interviews with
participants have been collected and analysed. Three quite different cases are presented to
show a spectrum of evaluative styles and interactions.
In each case the language of the post lesson conferences is explored. A particular
concern in the thesis has been to consider the ways in which the linguistic choices of the
participants express their subjectivities as well as reflect the cultural and institutional
context in which the post lesson conferences were located. In order to achieve this the
study draws upon theoretical perspectives concerned with social practice, language and
meaning.
Fundamental to any evaluative interaction is its purpose, the relationship between the
participants and the construction of the evaluative criteria. This study has sought to
identify those routines that are a common part of and that underpin the purpose of
evaluative interactions in post lesson conferences. By considering the differences
between the interactions in each case, this research concludes that the degree of symmetry
in the participants' evaluative relationship and the extent to which the evaluative criteria
are made explicit are critical to the authority that student teachers have to negotiate their
understandings, reflect on their practice and take responsibility for their own learning.
The three cases provide a dynamic account of the evaluative process, and a more
comprehensive account than has hitherto been provided in much of the literature. They
also generate suggestions for future research in this important area of teacher education.
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Reese, Martin. "Factors facilitating or constraining the fieldwork practicum experience for culturally and linguistically diverse student teachers in Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53097/1/Martin_Reese_Thesis.pdf.
Full textAbstract:
Increasing numbers of Culturally And Linguistically Diverse (CALD) students, both from the international and domestic sectors are undertaking teacher education programs at Australian universities. While many have positive practicum experiences, there are a significant number who experience difficulties. Little work has been done on viewing this situation from a sociocultural perspective where learning is seen as a form of socialisation into the different beliefs, values and practices of the new community, the placement school. This study argues that all student teachers, particularly pre-service CALD teachers, require active learning communities to become successful. Using perspectives derived from situated learning (Lave & Wenger, 1991) and community of practice theory (Wenger, 1998) this study illustrates the processes of learning and identity development and the factors that facilitate or constrain the practicum experience for CALD pre-service teachers. This study adopts a methodology that is grounded in narrative inquiry, with in-depth interview techniques used to explore CALD teachers’ experiences of their fieldwork practicum and their attempts to participate and practice successfully. The data derived from fourteen in-depth narratives of pre-service CALD teachers is analysed from a sociocultural perspective. The practicum for these students is an experience of legitimate peripheral participation in a community of practice (the practicum school), and the complex nature of the social experience as they engaged in building their professional identity as a teacher is discussed. This analysis is used to propose recommendations and strategies at the faculty and school levels to support positive learning and practicum experiences for this group of student teachers.
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Williams, Matthew J. "Program evaluation of the Practicum I summer program from a student's perspective." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=354.
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O'Brien, Elizabeth. "THE RELATIONSHIP BETWEEN MASTER'S LEVEL COUNSELING PRACTICUM STUDENTS' WELLNESS AND CLIENT OUTCOMES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3832.
Full textAbstract:
Client outcome research focuses primarily on three specific aspects of therapy: therapist technique, client behaviors and therapeutic interaction. The term "therapeutic interaction" focuses on the relationship between the counselor and the client, and is often ignored in client outcome research. Counselor specific contributions to the therapeutic process are called therapist characteristics may be an innovative way to assess how counselors' impact clients' outcomes in counseling. For the purposes of this study administering the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire to master's level student counselors assessed therapist characteristics. The Outcome Questionnaire was administered to clients at a community-counseling clinic at two points and a delta score was calculated to create the variable "client outcome." In order to test the research hypotheses, 70 master's level counseling students completed both the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire. These scores were then matched with master's level counseling students' client delta scores, which created the dependent variable. The results of the multiple regression analysis indicated no statistically significant relationship; therefore the null hypotheses were accepted as the constructs student counselor wellness and client outcomes were not related. Results of the study were summarized and discussed, limitations of the study were explored and recommendations for future research were proposed.Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education
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Muro, Joel Hart. "An Investigation into how CACREP Accredited Institutions meet the CACREP Practicum Standards." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4656/.
Full textAbstract:
This study was designed to determine how institutions accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) meet the practicum requirements set forth in CACREP's 2001 standards. Practicum is a vital part of the matriculation process of counselors in training. This clinical based course allows students to practice the skills they have learned in previous, more didactic based courses. Trainees can stretch skills, all under the watch of a counselor supervisor with greater experience. Although CACREP instructs all accredited counseling programs to have such a course in place, the standards are not specific. Schools are often interpreting the standards in a multitude of ways, presumably to successfully meet the standards while still serving the student as well as the clientele who seek out mental health assistance (Pitts, 1992a). The purpose of this study was to determine what measures CACREP accredited institutions enact to meet the clinical practicum standards. The difference between this study and prior research that has addressed the practicum requirement is that the instrument used in this study specifically addressed every CACREP practicum standard, including technology, diversity, and concerns with supervision and meeting the direct client contact hour requirement. The results of the study showed that most programs do indeed meet the standards that have been set by CACREP. However, the way that these are met varies greatly from school to school. In addition, some schools have incorporated innovative practices that could be beneficial to both schools looking to gain accreditation and ones that are attempting to modify existing practices.
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Benedetti, Teresa A. "An investigation of peer coaching in the foregin language student teaching practicum." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250268813.
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Maxon-Kann, William. "How Counseling Students Respond to Receiving Supervision Letters from their Practicum Instructor." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492041506785455.
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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.
Full textAbstract:
CITE/Language ArtEd.D.
The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.
Temple University--Theses
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Benedetti, Teresa A. "An investigation of peer coaching in the foreign language student teaching practicum /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250268813.
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Fullam, Patrick Joseph. "The impact of a teaching practicum on the selves of cooperating teachers." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19211/.
Full textAbstract:
This study is based on the impact of a five-week teaching practicum on the selves of nine cooperating teachers who voluntarily handed over their classrooms to student teachers. Cooperating teachers in Ireland do not have an official role in either mentoring or assessing their student teachers. Because the study focused on aspects of the self that included identity, role, perspectives, relationships and emotions, I used symbolic intercationism as a theoretical framework. I decided that semi-structured interviewing was the most effective method of accessing the selves of the teachers in allowing them to articulate their experience of the practicum. The teachers were interviewed prior to, during and after the practicum. The process of literature review and data analysis was iterative in that each of these two components informed the other. Four main themes emerged: defining the situation, negotiation, perspectives and emotions. A meta-analysis of the data in relation to the theoretical framework revealed how cooperating and student teacher held competing definitions of the same situation and how cooperating teachers used a range of strategies to negotiate the meaning of the practicum. It also showed that the practicum impacted strongly on the self-identities of the teachers. A strong sense of self was evident prior to the practicum. This was followed by a period of mortification arising from an erosion of their self-identities as their role became peripheral in the classroom. In response they had to re-define the situation by assuming other roles, leading to a re-affirmation of self, gaining a better knowledge of their pupils and realising their own competence as teachers. While the focus of this study is at the micro-interactionist level, there are broader implications. Because of the emotional impact of the practicum, there is an urgent need for the teacher education institution to engage with cooperating teachers and to recognise and support them for the emotional journeys that engagement in the teaching practice involves. There are also structural implications insofar as the design and conducting of any mentoring programme should take cognisance of the self of the cooperating teacher.
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Johnson, Kabrina Rochelle. "Fourth Year Teachers' Perceptions of the Student Teaching Practicum in Abu Dhabi." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1787.
Full textAbstract:
A local college in Abu Dhabi, United Arab Emirates began a Bachelor of Education program in 2008 to train prospective teachers to deliver a bi-literate education in Arabic and English to students in Abu Dhabi schools. Because there had been no examination of preservice teachers' perceptions of their practicum experience, a project study was designed to analyze the perceptions of a group of preservice teachers regarding the final practicum and whether that experience enhanced their ability to deliver educational practices to better serve students. This phenomenological study was guided by experiential learning theory, as preservice teachers learned from their experiences in a professional setting. The research questions addressed preservice teachers' experiences during the practicum and how those experiences contributed to their professional growth. Individual face-to-face interviews of 8 preservice teachers were the means of data collection. Transcripts of audio recorded interviews were coded to determine themes related to the practicum experience. The data revealed that preservice teachers felt that the practicum allowed them to experience the role of the classroom teacher and its day-to-day challenges. Based on the research findings, a project is proposed to assist preservice teachers in assessing students' needs, identifying instructional classroom practices, and planning lessons. Implementation of the project could lead to positive social change by engaging preservice teachers in professional development centered on professional learning communities. This engagement would encourage collaboration with professionals to develop lesson plans to reach all learners. This project has the potential to contribute to preservice teachers' professional growth, which may lead to continuous learning in their professional learning environment.
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Waters, Karen C. "A Clinical Practicum Experience to Prepare Teacher Candidates for Classroom Literacy Instruction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/863.
Full textAbstract:
There is a pervasive reading crisis in the United States. Critics, including policymakers, educators, literacy scholars, and professional educational organizations have openly accused university teacher preparation programs of not preparing candidates to deliver effective reading instruction. This qualitative study used narrative inquiry to explore ways in which teacher candidates' participation in a research-based university clinical practicum contributed to their pedagogical understanding of literacy instruction. Conceptually this study was based on constructivism and the ideas of Dewey, Freire, Vygotsky, and Schon. Data collection included multiple interviews and observations to determine how teacher candidates' participation in clinical practicum affects their assumptions about literacy instruction. Interpretive initially emanated from inductive analysis involving a typological framework, and proceeded to an in-depth level of interpretation and data transformation and member-checking to verify participants' evolving stories. Results of the study indicated that the clinical experience imbued teacher candidates with the confidence, skills, and knowledge to affect the literate lives of all children. Further, interpretation of findings revealed that teaching a child to read gave preservice teachers opportunities to explore multiple teaching approaches for ethnically, culturally, and linguistically diverse learners, while working through paradigmatic barriers and preconceived beliefs. Ultimately, this study helped the teacher candidate realize that the work of an emissary for social change begins with a commitment to increase the quality of life for the children they teach through masterful and responsive teaching.
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Mortada, Kawther. "Investigating practicum students' practices and activities of affording learning opportunities for second language spoken English in intermediate classrooms in Saudi Arabia." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22826.
Full textAbstract:
Foreign language learning depends greatly on the quality of the classroom teaching and the extent of the input, output, and the interactions in which learners engage through responding to instructions, asking and answering questions, and undertaking activities both individually and with peers. The aim of this interpretive study was to gain insights into how trainee teachers’ practice activities provided opportunities for learners to speak English as a foreign language at two different public intermediate school classrooms in Saudi Arabia. The study had two types of participants: first, two trainee teachers in their final college year and undertaking their teaching practicum; and second, first-year and third-year students from two different intermediate schools. The aim was explored through research questions guided by the study’s theoretical perspectives of input, interaction and output (Long, 1996; Krashen, 1982; Swain, 1985). The qualitative exploratory data were collected using the triangulated methods of semi structured interviews (both before and after the lesson), lesson presentations, and my classroom observation notes, and contextualised data from the teacher’s preparation book and the pupil’s book were also gathered to situate the analysis and interpretation. The findings suggested that there were many more similarities between these teachers than there were differences. The trainee teachers used the pupil’s book as a transcript for classroom activities. They used their first language to explain second language words. The teachers had some basic knowledge about the role of students’ participation, working in groups and taking risks in language learning. There were limited opportunities afforded by the teacher-learner interaction, and these mostly emerged from students’ spontaneous responses based on real life situations. Indeed, overall, the nature of the speaking opportunities created by teacher-learner interaction in its totality (as a provider of input and as affording situations for output) in the classrooms investigated, was mostly ineffective for developing and enhancing students’ ability to speak English. Theoretical implications and recommendations for creating opportunities for students to speak English are provided.
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Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.
Full textAbstract:
Practicum is perceived by both student teachers and practising teachers to be vitally important in the process oflearning to teach. However, as student enrolments into early childhood courses rise, there seems to be an almost corresponding fall in the number of early childhood teachers offering to accept student teachers for practicum. In beginning to investigate the reason for this critical situation, I found, besides the many legitimate calls on teachers' time, and the numerous stressors affecting their teaching, that there was also a critical shortage of professional development opportunities for early childhood teachers. The seed was thus sown - could practicum provide an opportunity for host teachers to learn and develop professionally? If this were possible, teachers might accept student teachers more readily.
Two main issues influenced and consequently determined the direction the study assumed. Firstly, that teachers should be worked 'with' rather than 'on' in research projects, and secondly, that professional development should be a personal journey of learning and growth. The study set out to describe and document the learning and growth which occurred for five early childhood teachers working in five diverse settings (child care, community kindergarten, State preschool, State primary school and an alternative setting), as they hosted a final year student teacher for practicum. While constructivist theory guided the study, Weissglass's (1991) model for educational change provided the framework for considering the possibility of practicum being an avenue for host teachers' professional development.
To ensure that the essence of the complex and dynamic interactions of practicum was captured, qualitative methodology was employed, as this allowed for maximum flexibility of data gathering techniques. Insight into host teachers' learning and growth was gained through the use of reflective journals, telephone conversations and focus group meetings. Knowledge and understanding gleaned through these processes were gathered and recorded as case studies.
All five host teachers gained professionally from the practicum experience, particularly from the professional dialogues which occurred, but also from maintaining a reflective journal. All four teachers working with children on a daily basis continued to regularly reflect on their teaching in written form. Furthermore, host teachers gained professionally from the discussions with the researcher and with the other host teachers (Focus Groups).
This study confirmed what the literature has been saying about both the relative isolation of early childhood teachers, and the need for relevant professional development opportunities. Practicum with a final year student teacher has the potential to reduce this isolation, and to stimulate learning and growth, particularly if the practicum experience is combined with an opportunity to meet with other host teachers. The establishment of local educative communities based on practicum will :further enhance host teachers' professional development. These learning communities, known as PINGs (Practicum Integrating Network Groups) will also provide the collegial networks, the need for which was identified in this study.
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Munchel, Brittani Fiore. "Exploratory Study of Counseling Professionals' Attitudes Toward Distance Clinical Supervision." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739527.
Full textAbstract:
Many forms of distance clinical supervision (DCS) have been used in the last decade, but a sparse amount of research addressing (DCS) in counselor education exists to date. The author used random and snowball sampling to survey American Counseling Association members, with a analytic sample total of 96 participants. In the sample, 54.2% of participants were licensed counseling professionals and 39.6% were student or post-masters level interns. The average participant age was 43, ranging from 23 to 74 years. Participants had a mean of 8.1 years of experience. A total of 37.5% of participants had used DCS at some point for supervision sessions. Overall, participants have a positive attitude toward DCS, agreeing most that DCS is a valid form of supervision and that they are interested in learning about DCS. Overall, participants are being minimally exposed to DCS (x¯ = 1.61). A moderate, negative relationship (r = -.39, p < .001) exists between individuals whom have used DCS and attitudes toward DCS (Cohen, Cohen, West, & Aiken, 2003, p. 52). Also, a weak, negative relationship (r = -.23, p < .05) was found between individuals who have used DCS and their level of exposure to DCS. There is a limited amount of literature related to DCS and counseling professionals are being minimally exposed to distance clinical supervision. Despite limited exposure and literature, professionals are still using DCS to conduct supervision sessions. Therefore, it would seem important to increase research focused on DCS and develop relevant practices in order for DCS to be an effective form of supervision.