Understanding Student-Teachers' Performances within an Inquiry-Based Practicum

Autor/inn/en	Méndez Rivera, Pilar; Pérez Gómez, Francisco
Titel	Understanding Student-Teachers' Performances within an Inquiry-Based Practicum
Quelle	In: English Language Teaching, 10 (2017) 4, S.127-139 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Teachers; Inquiry; Practicums; Student Projects; Problem Based Learning; Problem Solving; Mentors; Undergraduate Students; Qualitative Research; Foreign Countries; Reflection; Intervention; Preservice Teacher Education; Instructional Design; Educational Strategies; Needs Assessment; Lesson Plans; Student Educational Objectives; Classroom Techniques; Self Concept; Professional Identity; Teaching Skills; Action Research; Colombia + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Schulprojekt; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Qualitative Forschung; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Bedarfsermittlung; Lesson planning; Unterrichtsplanung; Klassenführung; Selbstkonzept; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Projektforschung; Kolumbien
Abstract	The role of an inquiry-based practicum in the education of future teachers has been identified as a key component to foster student-teachers' abilities to face problems, try to solve them, work on doubts and produce situated and valuable learning from their own practices (Cochran-Smith & Little, 2001; Beck, 2001). The interaction between mentors and student-teachers involved in this process requires feeding the mutual understanding to collaboratively make decisions to work on difficulties. In this reflective study, the practicum was the perfect scenario to evaluate how student-teachers and mentors engaged in inquiry-based work to face problems on a daily basis in schools in the context of teachers education. This article shows how a group of 12 student-teachers and their mentors experienced difficulties within an inquiry-based practicum in an undergraduate programme while conducting an instructional intervention, designing, implementing and applying a project relevant to their teaching context. Given the qualitative nature of this study, some stages of the process were analysed over a period of a year, bringing as a result relevant insights to enhance their teaching practicum-process in Colombian public schools. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01