Collaborative teacher education: forging tangible connections between field and classroom

Selland, Makenzie K.; Bien, Andrea C.

doi:10.1080/10476210.2014.889670

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…En este modelo encontramos iniciativas formativas que apuestan por favorecer el desarrollo de un practicum que articula teoría y práctica a través de la reflexión. Bajo esta interpretación, el practicum se concibe como un lugar en el que los estudiantes han de analizar, a la luz de sus conocimientos pedagógicos, las diferentes creencias, situaciones y dilemas a los que en esa situación práctica se van a enfrentar (Criado et al, 2009;Sánchez-Claros, 2016).…”

Section: Marco Teóricounclassified

“…Entendemos por practicum aquella materia del currículum de la formación inicial de maestros que integra a los estudiantes en contextos profesionales reales, vinculándose su cometido, por un lado, con el acercamiento del alumno a la cultura profesional y, por otro, con la movilización de los conocimientos aprehendidos en la academia para resituarlos en un contexto real de trabajo (Saiz-Linares y Susinos, 2017;Sánchez-Claros, 2016). Asimismo, recientemente son frecuentes las orientaciones de practicum vinculadas a algunas formas de investigación (Henderson et al, 2013) que, bajo diferentes modalidades (auto-indagación, investigación-acción, etc.…”

Section: Introductionunclassified

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Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

Saiz-Linares

López

2020

Rev. Bras. Educ.

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RESUMEN Se analiza la experiencia de practicum de la titulación de maestro de la Universidad de Cantabria (España) desde la perspectiva de supervisores universitarios y alumnos. Su objetivo es poner en diálogo las concepciones de ambos colectivos y anticipar algunas orientaciones de mejora. Se ha utilizado una metodología cualitativa concretada en un estudio de caso en el curso 2017-2018. La muestra se compuso de 12 participantes y las técnicas de recogida de información han sido entrevistas en profundidad y análisis de documentos. Los resultados manifiestan concepciones profesionalizadoras del practicum para los alumnos frente a orientaciones más formativas para los supervisores. Asimismo, se analizan diferentes estrategias para favorecer practicum más reflexivos. Además, se muestran algunas limitaciones del actual sistema de evaluación. Finalmente, se discute sobre la necesidad de configurar practicum más colaborativos entre el supervisor universitario, el tutor de escuela y los alumnos.

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Section: Marco Teóricounclassified

Section: Introductionunclassified

Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

Saiz-Linares

López

2020

Rev. Bras. Educ.

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“…Asghar (2013) Activity Theory as a theoretical framework. Other studies looked at how novice teachers or student teachers can be supported in the field and in the classroom (Brayko, 2013;Bullock, 2013;de Beer, Petersen, & Dubar-Krige, 2012;Douglas, 2011;Fiedler, Mullen, & Finnegan, 2009;Makenzie & Andrea, 2014;Moussay, Flavier, Zimmermann, & Meard, 2011;Saka, Southerland, & Brooks, 2009;Spendlove, Howes, & Wake, 2010).…”

Section: Research On Information and Communication Technologies Using Cultural Historicalmentioning

confidence: 99%

Identifying pedagogical innovation in cultural minority classrooms: A cultural historical activity theory and appreciative inquiry perspective in the Philippines and New Zealand

Abella¹

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<p>This is a multiple case study which investigates teachers’ pedagogical innovations in cultural minority classrooms using Cultural Historical Activity Theory and Appreciative Inquiry as theoretical lens. Pedagogical innovation refers to a new idea or the development of an existing product, process, strategy, or method in teaching and learning that is applied in a specific context with the intention to create added value or the potential to improve student learning. The purpose of the study was to investigate teachers’ pedagogical innovations in cultural minority classrooms; the ways in which teachers mediate the learning of their students through pedagogical innovations in cultural minority classrooms; and how individual teachers’ school environments promote or inhibit the implementation of pedagogical innovations in cultural minority classrooms. A total of nine teachers and their classes from five public or state secondary schools in the Philippines and Aotearoa New Zealand participated in the study. Data were collected using observations, talanoa, audio-visual recordings, and documents, which consisted of lesson plans, school newsletters, and publications. Data were analysed within and across cases using a thematic approach and a comparative approach in relation to the five standards of effective pedagogy. The data suggest that there are two aspects to understanding pedagogical innovation in cultural minority classrooms: the tangible aspects or artefacts for learning, and the intangible aspects or appreciative mediation for learning. Artefacts for learning pertain to any human-made objects available in the learning environment such as classrooms, which are essential in engaging student learning. These are concrete manifestations of teachers’ creativity utilised in teaching and learning. Common examples of artefacts for learning used by teachers across all case studies were student modules or kits and teaching instruments such as visual aids, photos, and information and communications technology. Appreciative mediation for learning pertains to the positive and strength-based operations and/or actions, attitudes, behaviours, and outlooks of teachers, which result in student learning. These include genuine appreciation and collaboration with students, teaching initiatives, positive disposition, and self reflection. Factors that affect the implementation of teachers’ pedagogical innovations are grouped into two: the social support system and the structural regulation of the school system. The social support system identified in the study that promoted teachers’ pedagogical innovation, and are common across all case studies, were family, community, school staff, and students. The structural regulation of the school system was found to hinder teachers’ pedagogical innovation. Examples common across all case studies are lack of and/or limited artefacts for learning, inadequate professional development for teachers, impassive curriculum, and poor student attendance.</p>

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University-district partnerships to improve field experiences: Associations with candidate perceptions and performance

Cash¹,

Williams

Hart³

2020

Teaching and Teacher Education

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Collaborative teacher education: forging tangible connections between field and classroom

Cited by 4 publications

References 9 publications

Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

Identifying pedagogical innovation in cultural minority classrooms: A cultural historical activity theory and appreciative inquiry perspective in the Philippines and New Zealand

University-district partnerships to improve field experiences: Associations with candidate perceptions and performance

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