Literaturnachweis - Detailanzeige
Autor/inn/en | Hartman, Sara L.; Hess, Michael E.; Lowery, Charles L.; Kennedy, Christopher; Mazid, Imran; McClain, Madison Paige; Mowrer, Cathy; Kennedy, Marcy Keifer |
---|---|
Titel | An Examination of Time Allocation in Early Childhood Teacher Candidates' Clinical Field Placements |
Quelle | In: Action in Teacher Education, 43 (2021) 1, S.67-84 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lowery, Charles L.) ORCID (Mazid, Imran) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-6620 |
DOI | 10.1080/01626620.2020.1820404 |
Schlagwörter | Time Management; Student Teaching; Early Childhood Teachers; Cooperating Teachers; Team Teaching; Teacher Student Ratio; Student Teachers; Teacher Student Relationship; Grouping (Instructional Purposes) Zeitmanagement; Teaching practice; Unterrichtspraxis; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Teamteaching; Lehrer-Schüler-Relation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher student relationships; Lehrer-Schüler-Beziehung; Grouping; Gruppenbildung |
Abstract | This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers' classrooms as part of clinically-based teacher preparation. Researchers conducted 44 observations in 16 mentor teachers' classrooms in three public school districts. The observations were quantified and analyzed to shed light on the nature of co-teaching, instructional decision-making, and student-teacher ratios during clinically-based field experiences. The findings reveal that overwhelmingly mentor teachers and teacher candidates use their time together to engage in co-teaching, which creates lower student-teacher ratios and allows for more flexible groupings of students. The study contributes meaningfully to what is known about effective implementation of clinically-based field experiences and suggests implications for positively impacting student learning outcomes. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |