"We Matter Just the Same": Students and Pre-Service Teachers Working Together in an Alternative Educational Setting

Autor/inn/en	Mikulec, Erin; Herrmann, Adam
Titel	"We Matter Just the Same": Students and Pre-Service Teachers Working Together in an Alternative Educational Setting
Quelle	In: Teaching Education, 27 (2016) 1, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1034685
Schlagwörter	Nontraditional Education; Preservice Teachers; Secondary School Teachers; Secondary School Students; Teacher Student Relationship; Clinical Experience; Agencies; Outcomes of Education; Field Experience Programs; Data Analysis; Individualized Instruction; Student Diversity; Teacher Role; Teacher Educators; Action Research; Questionnaires + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Praxisnahes Lernen; Auswertung; Individualisierender Unterricht; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Projektforschung; Fragebogen
Abstract	This paper examines how a clinical experience in an alternative educational setting impacted both pre-service secondary teachers and the students with whom they worked. The participants were pre-service secondary teachers completing a clinical experience at a local agency that served a population of students for whom traditional school settings were not effective, as well as students at the agency. The results indicate that for the pre-service teachers, the experience allowed them to develop a deeper understanding of learner diversity and the importance of connecting to students. For the agency students, the interactions with the pre-service teachers provided them with additional academic support, as well as resources for post-secondary education. The agency students also recognized that they had the power to show pre-service teachers how to work effectively with students for whom traditional school settings are a challenge. The authors conclude with implications for pre-service teachers, agency students, and university and clinical site instructors, as well as practical considerations for developing such partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01