Literaturnachweis - Detailanzeige
| Autor/in | Field, Harriet |
|---|---|
| Titel | Developmentally Appropriate Practicum Supervision: Perceptions of Students and Supervisors. |
| Quelle | (2002), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Attitudes; Developmental Stages; Early Childhood Education; Foreign Countries; Higher Education; Practicum Supervision; Practicums; Preservice Teacher Education; Program Effectiveness; Student Development; Student Teacher Attitudes; Student Teacher Supervisors; Student Teachers; Canada |
| Abstract | This research examined the developmental progression of child and youth care students in practicum placements and teaching strategies used by practicum supervisors according to their practicum students' developmental levels. Eight university practicum supervisors participated in a focus group regarding their perceptions of differences between beginning and experienced practicum students and the concomitant supervisory approaches effective with each group. Supervisors perceived differences in students' ability levels, autonomy, self-confidence, and reflection. They utilized strategies of modeling and direct instruction for beginning students and those of facilitation and advocacy for experienced students. Findings were used to develop a student survey. Over 90 practicum students completed this survey, which examined their perceptions of practicum goals, practicum components, and characteristics deemed most desirable for on-site placement supervisors and university supervisors. Results revealed that experienced students attributed more importance to self-evaluation, were less reliant on seminars held at the university, were more committed to self-direction and independence, and were more aware of the importance of practicum in developing professional competence than were beginning students. Experienced students ranked focusing on children as the most important practicum goal more often than beginning students. Beginning students perceived the goal of improving their practicum performance more important than did advanced students. (Contains 16 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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