Field-Based Experiences in Teacher Preparation: From Private Schools to Paraguay

Autor/inn/en	Hill, Tiffany; Lickteig, Amanda; Schwerdtfeger, Sara
Titel	Field-Based Experiences in Teacher Preparation: From Private Schools to Paraguay
Quelle	In: School-University Partnerships, 13 (2020) 1, S.54-61 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Student Teaching; Foreign Countries; Preservice Teacher Education; Internship Programs; Professional Development Schools; Study Abroad; Private Schools; Parochial Schools; Teacher Shortage; Cooperating Teachers; Preservice Teachers; Kansas; Paraguay; Finland; Germany; Denmark; Indonesia (Jakarta) + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Ausland; Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Studies abroad; Auslandsstudium; Private school; Privatschule; Konfessionsschule; Lehrermangel; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Finnland; Deutschland; Dänemark
Abstract	Launched in 1993, The Teachers College at Emporia State University began its first Professional Development School (PDS) partnership and, since then, The Teachers College has continued to provide high-impact learning opportunities for teacher candidates--including several unique four-week student teaching placements described in this article. These internships, initially designed to better equip candidates to serve as responsive practitioners in varied, diverse settings, also increase the transfer of information between outside locations and PDS placements. While application requirements and placement procedures differ slightly if the qualified student has requested a regional, national, or international placement, all students must first successfully complete 12 weeks of traditional student teaching at the beginning of the semester before their four-week internship. While an ongoing examination of this initiative has led us to review three important considerations (cost, supervision, and measures of impact), anecdotal feedback has revealed positive experiences of our teacher candidates and their placements. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01