Improving the Practicum: The Professional Development Needs of Lecturers, Associate Teachers and Student Teachers.

Autor/in	Faire, Mary
Titel	Improving the Practicum: The Professional Development Needs of Lecturers, Associate Teachers and Student Teachers.
Quelle	(1994), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperating Teachers; Elementary Education; Foreign Countries; Higher Education; Interprofessional Relationship; Needs Assessment; Practicums; Preservice Teacher Education; Professional Development; Student Teacher Evaluation; Student Teacher Supervisors; Student Teachers; Student Teaching; New Zealand + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Neuseeland
Abstract	Twenty New Zealand lecturers supervising third (final) year student teachers were interviewed and completed questionnaires about their supervision visits. Results focus on the professional development needs of the supervising lecturers and the associate teachers, and the ways in which student teachers could have been better prepared for their final teaching practice. Key factors in enhancing successful teaching practice and teaching practice supervision were the establishment of rapport between lecturer and student, rapport between the associate teacher and the lecturer, rapport between associate teacher and student teacher, and adequate time for the supervisory process. Relationships between associate teachers/student teachers and between associate teachers/supervising lecturers were also seen as factors inhibiting successful teaching practice. Professional development needs of lecturers focused on mentoring, induction courses, discussion groups, and feedback. Professional development needs of associate teachers focused on knowledge about School of Education expectations, competencies to expect of student teachers, feedback techniques, supervisory techniques, and student teacher autonomy. Student teachers expressed a need for additional preparation in articulating performance objectives and in doing unit planning. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC