Relationships in Early Practicum Experiences: Positive and Negative Aspects and Associations with Practicum Students' Characteristics and Teaching Efficacy

Autor/inn/en	La Paro, Karen M.; Lippard, Christine; Fusaro, Maria; Cook, Gina
Titel	Relationships in Early Practicum Experiences: Positive and Negative Aspects and Associations with Practicum Students' Characteristics and Teaching Efficacy
Quelle	In: Journal of Early Childhood Teacher Education, 41 (2020) 4, S.338-358 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2019.1668889
Schlagwörter	Correlation; Educational Experience; Practicums; Preservice Teachers; Teacher Effectiveness; Self Efficacy; Student Attitudes; Teacher Supervision; Supervisor Supervisee Relationship; Stress Variables; Work Environment; Preservice Teacher Education; Student Characteristics; Preschool Teachers; Depression (Psychology); Attachment Behavior; Measures (Individuals); Symptoms (Individual Disorders); Teacher Student Relationship; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Korrelation; Bildungserfahrung; Practicum; Praktikum; Praktika; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Arbeitsmilieu; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Attachment; Bindungsverhalten; Messdaten; Psychiatrische Symptomatik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Teaching is a complex process which includes multiple aspects; similarly learning to teach requires a system of multiple components interacting to support pre-service teachers to become effective teachers. One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service teachers across 3 institutions of higher education reported on their relationship with their supervising teacher and their feelings of teaching self-efficacy. Results show that practicums students report both positive and negative relationship aspects; environmental stressors were associated with reported relationships. Furthermore, practicum student efficacy was associated with both positivity and negativity in reported relationships. Findings are discussed in terms of implications for teacher preparation and providing support to pre-service teachers during their practica. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01