An Examination of Time Allocation in Early Childhood Teacher Candidates' Clinical Field Placements

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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01