Educating Future Teachers Innovative Perspectives in Professional Experience
211 perspectives of what it means to learn to teach can be incorporated to support pre- service teachers. Analysis of the cases ...
212 commitment and understanding of the purpose and structure of the immersion pro- gram and open and respectful communication t ...
213 Ambrosetti, A. (2010). Primary education and the learning manager. In B. A. Knight & D. Lynch (Eds.), Applied learning m ...
214 Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowl- edge. London: Routledge ...
215 Smith, R., & Lynch, D. (2010). Rethinking teacher education: Teacher education in the knowledge age. Sydney, Australia: ...
© Springer Nature Singapore Pte Ltd. 2018 217 J. Kriewaldt et al. (eds.), Educating Future Teachers: Innovative Perspectives in ...
218 Introduction Professional experience is a core component of initial teacher education courses, yet how we analyse practice i ...
219 2004 ), a hierarchical relationship between the supervising teachers and preservice teachers (Kopp & Hinkle, 2006 ; Stan ...
220 Nokes et al., 2008 ); support and improved learning for preservice teachers (Dang, 2013 ; Farrell, 2008 ; Hsu, 2005 ; McCart ...
221 Pedagogical and Political Drivers of Paired Placement Models The underpinning theory of both models drew upon Vygotskian con ...
222 paired placement. In this agreement the university also made a commitment to improve the quality of the professional experie ...
223 however, sometimes secondary preservice teachers could only be paired in one of their discipline specialisations. The intent ...
224 stakeholders. In the following section, we will address the enabling factors observed in both of the models and the barriers ...
225 They learn from each other as well as me, so that’s just an extra person to learn from. And I’m here, I know everyone at the ...
226 trusting relationship to allow the supervising teachers to contribute and enhance the quality of mentoring in the model. Bre ...
227 Comments such as the following from a secondary school are indicative of the feedback received from schools that declined th ...
228 skills and abilities varied between the two preservice teachers. She felt the need to conduct separate meetings to ensure th ...
229 When communication factors are in deficit, we have found that they act as barri- ers to successful implementation of paired ...
230 Furthermore the economic constraints posed when students have part-time jobs, and full-time university courses limit their o ...
231 References Anderson, N. A., Barksdale, M. A., & Hite, C. E. (2005). Preservice teachers’ observations of cooperating ...
«
4
5
6
7
8
9
10
11
12
13
»
Free download pdf