Making the Grade: Describing Inherent Requirements for the Initial Teacher Education Practicum

Autor/inn/en	Sharplin, Elaine; Peden, Sanna; Marais, Ida
Titel	Making the Grade: Describing Inherent Requirements for the Initial Teacher Education Practicum
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 3, S.224-241 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1105933
Schlagwörter	Preservice Teacher Education; Practicums; Standards; Required Courses; Personal Narratives; Vignettes; Interviews; Self Concept; Social Cognition; Teacher Behavior; Item Response Theory; Statistical Analysis; Stakeholders; Guidelines; Foreign Countries; Mixed Methods Research; Self Management; Communication Skills; Teacher Educators; Partnerships in Education; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Standard; Pflichtkurs; Erlebniserzählung; Interviewing; Interviewtechnik; Selbstkonzept; Soziale Kognition; Teacher behaviour; Lehrerverhalten; Item-Response-Theorie; Statistische Analyse; Richtlinien; Ausland; Selbstmanagement; Kommunikationsstil; Teacher education; Education; Lehrerbildung; Hochschulpartnerschaft; Australien
Abstract	This study explores the development, description, and illustration of inherent requirement (IR) statements to make explicit the requirements for performance on an initial teacher education (ITE) practicum. Through consultative group processes with stakeholders involved in ITE, seven IR domains were identified. From interviews with academics, first-person narratives (vignettes) were developed to illustrate pre-service teachers' performance in complex professional practice scenarios. The narratives were rated by university staff and pre-service teachers in relation to three of the IR domains: self-awareness, social awareness, and sustained professional conduct. Narratives were placed along a continuum of performance using Rasch-model statistical analysis. The findings suggest that the IR domains and the narratives illustrating them could be valuable resources for making explicit required performance standards. The findings suggest that the development of explicit IR statements has the potential to improve all stakeholders' awareness of professional practice requirements and enhance course outcomes for all ITE students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01