Literaturnachweis - Detailanzeige
| Autor/in | Gross, Ingrid |
|---|---|
| Titel | A Comparative Case Study of the Professional Development School (PDS) and Traditional Pre-Service Teacher Education Models |
| Quelle | In: BU Journal of Graduate Studies in Education, 7 (2015) 1, S.4-8 (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Professional Development Schools; Preservice Teacher Education; Conventional Instruction; Program Effectiveness; Teacher Education Programs; Student Attitudes; Employment Qualifications; Practicums; Preservice Teachers; Cooperating Teachers; College School Cooperation; Foreign Countries; Elementary Secondary Education; Readiness; Canada |
| Abstract | Pre-service teacher education programs have undergone strong criticism with regards to their effectiveness in preparing pre-service teacher candidates for the teaching profession. This qualitative case study explored the influence two different pre-service teacher education programs had on pre-service teacher candidates' perceptions of readiness for the teaching profession. The professional development school (PDS) model provided an integrated learning experience for pre-service teacher candidates that was stretched over a five-month period. The traditional model was structured in a block system whereby pre-service teacher candidates first studied theoretical aspects of teaching and learning, and then were placed in a practicum. (As Provided). |
| Anmerkungen | Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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