Defining content for field-based coursework: Contrasting the perspectives of secondary preservice teachers and their teacher preparation curricula

Montecinos, Carmen; Walker, Horacio; Rittershaussen, Sylvia; Núñez, Claudio; Contreras, Inés; Solís, Marco

doi:10.1016/j.tate.2010.09.001

Cited by 20 publications

(16 citation statements)

References 33 publications

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“…This study finding demonstrates that self-reflection knowledge has been considered as a practical knowledge by pre-service teachers in confronting challenges in school practicum. In addition, positive interpersonal relationships with students and school personnel satisfy pre-service teachers' psychological needs and benefit them on learning educational knowledge, according to Evelein, et al (2008) and Montecinos, et al (2011). In this study, interpersonal relationship knowledge is the second-highest order on practicality of the knowledge.…”

Section: Rank-order On Acquisition Of Educational Knowledge and Practmentioning

confidence: 85%

“…Montecinos, et al (2011) argued that this theory-practice relationship allows pre-service teachers to employ the skills and knowledge developed at previous courses as well as to reflect on their actions through theoretical frameworks that can be interrogated and refined. Nevertheless, few teacher education courses in a university are involved in strengthening the theory-practice relationship.…”

Section: Instructionmentioning

confidence: 99%

“…As for social skills, a study by Montecinos, et al (2011) suggested that pre-service teachers were mostly interested in learning about what teachers and students do in the classroom; however, in order to obtain a sufficient opportunity of classroom observation, a prerequisite was to learn how to develop positive interpersonal relationships with students and school personnel. Evelein, Korthagen, and Brekelmans' (2008) highlighted that pre-service teachers desire to fulfill psychological needs of positive interpersonal relationships when they work in the schools.…”

Section: Instructionmentioning

confidence: 99%

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The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

Tsai¹,

Liu²

2013

HES

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Educational value in teacher education courses is unquestioned; however, there are still many doubts about the practicality of the knowledge acquired from university courses and a field-based course in school practicum. The purpose of this study is to identify the practicality of the educational knowledge from the above courses for pre-service teachers in confronting field-based challenges in school practicum. A survey method was utilized to collect the data about pre-service teachers' perceptions on the acquisition of educational knowledge as well as practicality of the knowledge. A total of 298 Taiwanese pre-service teachers were invited to fill in a validated questionnaire in January 2013, which is the last month in school practicum. Data were analyzed using the Friedman test and multiple regression analysis. This study concludes that disciplinary content knowledge was perceived as the top-ranked one among six categories of educational knowledge from university courses, while this category of knowledge was perceived as the fourth-highest order on practicality of the knowledge. The finding implies that university courses do not fit to the needs of pre-service teachers in confronting challenges in school practicum. Except for disciplinary content knowledge, other categories of educational knowledge tended to maintain approximate rank-order. Another finding reveals that all categories of educational knowledge from the field-based course were significant predictors of practicality of the educational knowledge, while all those acquired from university courses were not. A recommendation was proposed that teacher educators in universities should build a course version of practical knowledge through integrating field-based experiences into teacher education courses.Keywords: educational knowledge, pre-service teachers, field-based course, teacher education program InstructionPre-service teachers are required to complete teacher education program, consisting of university courses and a field-based course, before certificated. The teacher education courses in university provide the theoretical foundations for educational practice, while the field-based course implemented in school practicum is considered as a situated learning environment where pre-service teachers can sense educational practice embedded in the classroom and school contexts. A field-based course is not equal to school practicum. During a half-year field-based course, a professor in teacher education institute often collaborates with school teachers to design a series of training activities as well as to provide relative knowledge to a pre-service teacher. However, the school practicum, in addition to the above mentioned, refers to a field experience that involves a pre-service teacher's treatments of facing various people, affairs and equipments. A question is whether the educational knowledge acquired regardless of from university courses and from a field-based course fits with the needs of a pre-service teacher in confronting various problems...

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Section: Rank-order On Acquisition Of Educational Knowledge and Practmentioning

confidence: 85%

Section: Instructionmentioning

confidence: 99%

Section: Instructionmentioning

confidence: 99%

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The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

Tsai¹,

Liu²

2013

HES

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“…Previous research on coherence tends to focus on the ways in which the goals of university course work can be aligned with field experiences in schools (Grossman et al, 2008;Montecinos et al, 2011;Wideen et al, 1998). Such studies conclude that the learning of pre-service teachers is enhanced when the visions and practices of schools involved in field placements articulate with university-based course work (Darling-Hammond, 2000;Grossman et al, 2008;Hammerness, 2006;Wideen et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

Supporting the Transference of Knowledge about Language within Teacher Education Programs

Fenwick

Endicott

Quinn

et al. 2014

AJTE

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“…Unfortunately, however, many early field experiences focus solely on observations by pre-service teachers, rather than on active engagement with learners. It is essential that pre-service teachers be engaged in the classroom with students as early in their preparation as possible, so that their first interaction of this type is not during student teaching (Montecinos et al, 2011). Active participation not only provides a meaningful experience, but can also impact how pre-service teachers imagine their future classrooms and the types of schools in which they might like to work.…”

mentioning

confidence: 99%

‘We matter just the same’: students and pre-service teachers working together in an alternative educational setting

Mikulec

Herrmann

2015

Teaching Education

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Defining content for field-based coursework: Contrasting the perspectives of secondary preservice teachers and their teacher preparation curricula

Cited by 20 publications

References 33 publications

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

Supporting the Transference of Knowledge about Language within Teacher Education Programs

‘We matter just the same’: students and pre-service teachers working together in an alternative educational setting

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