Shared Viewing as an Approach to Transforming Early Field Experiences

Autor/inn/en	Heafner, Tina; Plaisance, Michelle
Titel	Shared Viewing as an Approach to Transforming Early Field Experiences
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 12 (2012) 4, S.423-437 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teacher Education; Field Experience Programs; Technology Uses in Education; Urban Universities; Distance Education; Pedagogical Content Knowledge; Theory Practice Relationship; Partnerships in Education; Preservice Teachers; College Faculty; Cooperating Teachers; Teaching Methods; Methods Courses; Online Courses; Researchers; Outcomes of Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Fakultät; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Online course; Online-Kurs; Researcher; Forscher; Lernleistung; Schulerfolg
Abstract	Although early field experiences are touted as vital for providing a hands-on preview of how teaching unfolds in the classroom, these essential components of teacher preparation programs have consistently fallen short of the desired outcomes. In the spirit of Dewey, candidates need substantive experiences that transform their theoretical learning into pedagogical knowledge. Likewise, Darling-Hammond (2006a) asserted that these experiences are strengthened when a collective team embarks on a mutual commitment, comprised of the candidate, university faculty, and talented teachers from cooperating schools. This article describes a project that sought to create technology-mediated early field experiences that maximized candidate learning in online content methods courses. The Windows into Teaching and Learning (WiTL) project was conceived and actualized by researchers in a large, urban university in the southeastern region of the United States. The initial objective of the project was to explore a means by which technology might facilitate meaningful field experiences for candidates enrolled in distance education classes. Several other potential outcomes arose from the project, allowing researchers to expand the initial scope to encompass potential benefits for all university teacher candidates conducting early field experiences as a part of their path to licensure. (Contains 3 online resources.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10