Literaturnachweis - Detailanzeige
| Autor/inn/en | Nasim Akhtar, Raja; Majeed, Abdul; Murtaza, Ali |
|---|---|
| Titel | The Role of Collaborating Teachers (CTs) in Facilitating Prospective Teachers (PTs) in Lesson Delivery: A Multi-Case Study of Teaching Practicum |
| Quelle | In: Bulletin of Education and Research, 35 (2013) 2, S.107-124 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0555-7747 |
| Schlagwörter | Teacher Collaboration; Preservice Teachers; Lesson Plans; Foreign Countries; Case Studies; Practicums; Mentors; Student Teachers; Preservice Teacher Education; Teaching Methods; Pakistan |
| Abstract | This is a multi-case study of the Practicum as part of the newly established B.Ed (Hons) and ADE programs. The study assumes that the school-based Collaborating Teachers (CTs) play a central role in facilitating the Prospective Teachers (PTs) to ease into their first teaching experiences. It, therefore, focuses on the CTs as the case to be studied. Two CTs were observed closely in two different participating schools at Muzzafarabad city, Azad Jammu & Kashmir. In this case study, researchers shadowed the CTs as they carried out their new roles as mentors, monitors, and supervisors of the PTs' learning process during the practicum. Using a qualitative case study design, rich data was collected through close observation of the CTs at different points during the conduct of the practicum. The study concluded that Collaborative teachers perceive their role as an important but challenging one. According to the findings of the current study, collaborative teachers performed their roles remarkably well but faced problems in different areas, such as mentoring prospective teachers in class management and lesson planning. Recommendations based on this study include the need to provide increased training in mentoring and evaluating prospective teachers. This study contributed to the ongoing improvement of the practicum by providing insights about the ways in which CTs assume their roles and responsibilities. Since the revised pre-service programs give central importance to practicum within the overall structure of initial teacher preparation, there is a crucial need for evidence-based research to help guide strategies for improvement in the practicum process in schools. (As Provided). |
| Anmerkungen | Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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