What Teaching Models Do Pre-Service Teachers Learn during Placements?

Autor/inn/en	Lozano Cabezas, Inés; Iglesias Martínez, Marcos Jesús; Arroyo Salgueira, Sandra; Camús Ferri, María Del Mar; Giner Gomis, Antonio
Titel	What Teaching Models Do Pre-Service Teachers Learn during Placements?
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2034393 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2034393
Schlagwörter	Teaching Methods; Learning Processes; Preservice Teachers; Teacher Student Relationship; Practicums; Literacy Education; Mathematics Education; Dialogs (Language); Cooperative Learning; Instructional Design; Reflection; Preschool Teachers; Preschool Education; Personal Narratives; Student Attitudes; Teaching Skills; Difficulty Level; Teacher Competencies; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Practicum; Praktikum; Praktika; Mathematische Bildung; Dialog; Dialogs; Dialogue; Dialogues; Kooperatives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Erlebniserzählung; Schülerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schwierigkeitsgrad; Lehrkunst; Ausland; Spanien
Abstract	Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how forty-three future teachers constructed their professional knowledge. Adopting a qualitative approach, we discuss the teaching situations observed by pre-service teachers in the subjects of reading/writing and mathematics. Based on the results, educational interactions were far from representing collaborative and dialogic teaching/learning models. In addition, the students' narratives lacked critical professional reflection. Thus, they did not provide support to possible alterations to the instructional design they observed, and thus failed to make them more participatory. To conclude, we believe that pre-service teacher training should promote a more collaborative model, in which critical and reflective skills are developed based on active student participation. The present study showed that teacher training needs to be redesigned: skills and strategies proper to professional teaching competence need to be emphasised so that pre-service teachers acquire them more significantly during their training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01