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1.
This study examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study’s results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs’ self-efficacy development. 相似文献
2.
Amy Van Schagen Johnson Karen M. La Paro Danielle A. Crosby 《Early Childhood Education Journal》2017,45(2):229-236
The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their cooperating teacher and intrapersonal feelings while in the classroom), overall practicum satisfaction, and their sense of teacher efficacy. Results revealed that practicum students generally reported feelings of being energized and relaxed, though some practicum students reported feelings of frustration in their practicum classrooms. Feeling energized and relaxed and students’ perception of fit with their cooperating teacher were positively associated with practicum satisfaction and practicum students’ teacher efficacy. Feelings of frustration were negatively associated with students’ fit with their cooperating teacher, practicum satisfaction, and students’ teacher efficacy. Higher levels of practicum satisfaction predicted higher practicum students’ teacher efficacy. Findings highlight the importance of understanding early practicum experiences and what factors of the practicum experience contribute teacher efficacy. Implications for future research and practice for early childhood teacher preparation programs are discussed. 相似文献
3.
This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning. 相似文献
4.
Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献
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6.
Carolyn Knight 《Journal of Teaching in Social Work》2017,37(2):138-155
The study reported on in this article assessed MSW and BSW students’ opportunities to practice group work in their field practicum. More than one third of participants had no such opportunity during their yearlong internship, despite their program’s requirement that group work opportunities be available. Among the students who did have experience leading a group for clients, their opportunities to engage in core group work activities and skills was limited, as was their academic preparation to do so. Students demonstrated a desire to practice group work as professionals. Yet the findings call into question whether they were adequately prepared to effectively engage in the modality. The findings underscore the need for schools and programs of social work to collaborate more closely with field instructors and agencies to ensure that students are provided with suitable opportunities to practice group work. Greater attention also must be focused on ensuring that practice opportunities in the field reflect the depth and breadth of the group modality and complement learning in the classroom. 相似文献
7.
Lee Rusznyak 《International Journal of Disability, Development & Education》2017,64(5):463-482
In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when so few sites that model inclusive pedagogies are available for practicum placements. This article investigates whether practicum placements in contrasting contexts may prepare pre-service teachers for teaching in an envisaged inclusive education system. We analyse the reflections of South African pre-service teachers who have conducted practicum sessions in two contrasting contexts, neither of which offered ideal models of inclusion. We explore the extent to which moving between contexts enabled pre-service teachers to develop orientations towards teaching and learning that Black-Hawkins and Florian identify as essential for promoting and sustaining inclusive pedagogic practices. With reservations, we conclude that practicum placements over contrasting contexts potentially support the preparation of pre-service teachers for inclusive education. 相似文献
8.
M. Noor Davids 《师资教育杂志》2015,41(4):338-350
This article investigates common understandings and practices of a group of supervisors assessing students during the Teaching Practicum in South Africa. In the light of this context and the need for a constructivist approach to develop students to be able to teach in diverse contexts, the question that the research intends to answer is as follows: What are the common foci of supervisors as reflected in their teaching practicum assessment reports? A randomly mixed sample of 33 narrative reports, taken from 5 supervisors was analysed to gain insight into the assessment report. Findings are presented as five assessment discourses and an argument is presented for the Teaching Practicum assessment to shift towards a student-oriented developmental approach that is neither hierarchical nor judgmental but aims at serving students’ professional development that meets the challenges of culturally diverse societies. 相似文献
9.
Kari Smith 《Studies in Educational Evaluation》2010,36(1-2):36-41
One of the most important components of teacher education is the practical part, the Practicum, and assessment of the candidates’ performance plays a major part in forming the future generation of teachers. Little is known about the extent of agreement between the two main actors in the Practicum, the candidates and the school-based teacher educators. The aim of this paper is to add information about a rather blurred area of assessment in teacher education. The findings indicate there is a considerably extent of disagreement about assessment in the Practicum between the mentors and the candidates. It is suggested that instead of seeing the disagreements merely as obstacles to valid assessment, they can be exploited to initiate professional learning for the candidates. 相似文献
10.
This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1–9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of the PTs toward conducting open inquiry, as indicated by their core conceptions regarding science, the purpose of education, effective teaching, and the capacity of students. Findings indicate that (1) although there were differences in the experiences of the four PTs, all four had an opportunity to observe and/or facilitate students conducting open inquiry with the SI framework, and after the practicum, all of them reported that they would like to include open inquiry in their own classrooms in the future; (2) one PT already possessed core conceptions indicative of a favorable disposition toward open inquiry before the placement; another altered her core conceptions substantially toward a favorable disposition during the placement; a third altered her conceptions regarding the capacity of students; and one PT maintained core conceptions indicative of a disposition that was not favorable to open inquiry despite the pronouncements that she would like to conduct open inquiry with students in their own future classroom. Possible reasons for the differences in the responses of the four pre-services teachers to the practicum placement are discussed. 相似文献
11.
Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally, but scanty attention has been awarded to research into areas of tension in teaching practice itself. This paper reports on a study that examines a cohort of Chinese English as a Foreign Language (EFL) student teachers’ perceptions of the tensions arising in their teaching practicum in secondary schools. Triangulated research methods were employed for data collection. Reflective papers were employed as the main instrument of data collection, with classroom observation and field-notes used as supplementary sources of evidence for the occurrence of various unexpected difficulties. The overriding cause of this situation appeared to be the foundationalism paradigm that the teacher education program followed. The study highlights the need for teacher education programs to deal with emergent issues by way of critical postmodernist ideologies and make concerted efforts with schools to help student teachers continually adjust their visions in their practice. 相似文献
12.
Yuyuan Wang 《美中教育评论》2005,2(1):11-17,50
In order to help the selection and training of teachers for kindergartens, a scale for diagnosis of the special psychological predispositions needed for kindergarten teachers has been developed. It consists of 130 items derived from a personality test and an ability test.
By the use of stratified sampling strategy, 660 teachers from different kindergartens in Beijing were chosen to form a sample group in its development. The result of the test was displayed in the form of T-score and percentile respectively. After several times of practice, its reliability and validity have been verified. 相似文献
13.
Mehmet Karakas 《Journal of Science Education and Technology》2009,18(2):101-119
Study provides qualitative analysis of data that answers the following research question: how college science faculty teach science and NOS and incorporate aspects of NOS and the history of science into their undergraduate courses? Study concentrates on four cases and more specifically on three introductory science classes and on four instructors who taught those courses. These instructors were chosen as case studies to explore in greater detail what occurs inside introductory science courses in one particular higher institution in the Northeastern United States. Participants’ teaching styles are presented through a combined and detailed presentation of interview data and classroom observations supported with examples from their classroom activities. Constant comparative approach was used in the process of organizing and analyzing data. Findings revealed that participants preferred to use the traditional teacher-centered lecturing as their teaching style and whose main concern was to cover more content, develop the problem solving skills of their students, and who wanted to teach the fundamental principles of their subjects without paying special importance to the NOS aspects. The study also revealed that other variables of teaching science, such as large class size, lack of management and organizational skills, teaching experience, and instructors’ concerns for students’ abilities and motivation are more important for these scientists then teaching for understanding of NOS. 相似文献
14.
崔叶盛 《中学生英语读写(高中版)》2002,(9)
Charlie Chaplin(查理·卓别林)broke into show business at age fivebecause his mother,a music-hall performer,lost her voice during theperformance and had to leave the stage,and Charlie went on and sang a 相似文献
15.
卢德明 《黎明职业大学学报》2005,(3)
Inlanguage practice,vaguenessisindeed of greatpragmatic value and vitality,thus,with many prepara-tionsin semantic area,I will attempt to analyze vaguelanguage fromthe perspective of pragmatics.This pa-per will deal withthe pragmatic functions of vague lan-guage and because of thelimitation of space,it will fo-cus onthose in daily communication.1.Theoretical Grounds for Pragmatic Func-tions of Vague LanguageWu Shixiong(1996)assumes that“the fuzzinessof language arises fromthe process of hu… 相似文献
16.
FOR THE GEO一TEEHNIEAL DESI，PARAMETERS OF 5011，EOMPARISON OF SEISMIE RESPONSES BASED ON DIFFERENT THE UNEVEN DISTRIBUTION OF THE DIFFERENT KINDS OF 5011 METHODS TO EVALUATE THE 5011 FUNETIONS.IN ADDITION， AND SAMPLING LOCATIONS DURING EXPLORATION AND I… 相似文献
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a number of与the number of两个比较容易混淆的短语，尤其是当它们作主语时，其谓语的单复数形式很容易被弄错。要解开他们之间的疙瘩，其中的奥妙就在下面。 相似文献
19.
《天津大学学报(英文版)》2006,(3)
Vice Chairmen SHAN Ping HU Xiaotang CHEN Jiaxiu CAO Chusheng(aeademieian) GU Peiliang GU Yao HUANG Tian HUO Uxing JIANG Enyong JING Hongyang H Yongdan llU Chan幻un MA Yltai PENG Yigang(acade而cian) SHENJi涵ang(academician) SHU GeqUn SHU Yanlai SUW妞nhua SUN Yan SUN Yugeng TANG ZhiyUan WANG Jingkang(acade而 eian WANG Mingshi WANG Tieeheng WANG Xinying YANG Fenghe YANG Xianjin YANG Zhengfang YAO Jian卿an(acade而eian) YE Shenghua(acade而eian) YU… 相似文献
20.
《小学生作文辅导(作文与阅读版)》2006,(12)
2006年12期这是一场比知识,比脑力的竞赛。我们热情地邀请你和你的伙伴一起走入我们的竞猜天地。你的答案要写在信封的背面寄给我们。贴上赛标,写清你的地址哦!本期竞猜结束的时间为2006年12月31日止1.穿了棉衣为什么会暖和?每当冰天雪地的冬季来临,人们总是穿厚厚的棉衣抵御寒 相似文献