Towards a Theoretical Framework for the Use of ICT Strategies for Teaching Practicum Supervision

Autor/in	Mabunda, P. L.
Titel	Towards a Theoretical Framework for the Use of ICT Strategies for Teaching Practicum Supervision
Quelle	In: Africa Education Review, 10 (2013), (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.855411
Schlagwörter	Foreign Countries; Practicums; Teacher Education Programs; Preservice Teacher Education; Student Teacher Supervisors; Supervision; Technology Uses in Education; Distance Education; Literature Reviews; Videoconferencing; Teleconferencing; Electronic Mail; Educational Policy; Canada; Netherlands; South Africa; Taiwan; United Kingdom (Northern Ireland); United States + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Telekonferenz; Elektronischer Briefkasten; Politics of education; Bildungspolitik; Kanada; Niederlande; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	Teaching Practice is a core component of pre-service or initial teacher education programmes worldwide. The requirements set by the South African Committee on Higher Education effected changes to the coordination and supervision of Teaching Practice. The purpose of this conceptual study was to review and gain insight into the use of various information and communication technologies (ICTs) for Teaching Practice supervision. The main problem relates to the challenge of supervising huge numbers of student teachers registered in open and distance learning (ODL) institution. The research questions are based on opportunities and limitations of selected technologies and what implications need to be considered for implementation. Data were collected primarily from a literature review of international exemplars. The findings support the view that the use of appropriate technologies provides an opportunity for teacher education to challenge underlying assumptions and re-examine Teaching Practice supervision systems and practices. The main implications are that investment in infrastructure and training are important for the adoption of technology enhanced supervision. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01