More or better student teaching?

Ronfeldt, Matthew; Reininger, Michelle

doi:10.1016/j.tate.2012.06.003

Cited by 161 publications

(81 citation statements)

References 47 publications

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“…It is stipulated that "90% or more of the days must be in schools with no more than 10% of the days being in educational settings other than schools (if applicable)" (NSWIT, 2009, p. 6 (2007) mandates 60-100 days of supervised teaching practice for undergraduate programs and 45-60 days for postgraduate programs. These recommendations align with the international trend for more school-based experiences in teacher education programs (Musset, 2010;Ronfeldt & Reininger, 2012).…”

Section: Classroom As a Prioritymentioning

confidence: 55%

Wider Professional Experiences: The value of Pre-service Teachers Learning in Wider Contexts

Salter

Hill

Navin

et al. 2013

AJTE

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Section: Classroom As a Prioritymentioning

confidence: 55%

Wider Professional Experiences: The value of Pre-service Teachers Learning in Wider Contexts

Salter

Hill

Navin

et al. 2013

AJTE

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“…Darling-Hammond et al (2002) showed that teachers felt better prepared for their profession if they completed structured academic studies as compared to alternative educational programs that were not university-based. Ronfeldt and Reininger (2012) found that student teachers who rated the quality of their student teaching higher also felt better prepared for teaching. Researchers identified the level of structure and coherence (DarlingHammond, Hammerness, Grossman, Rust, & Shulman, 2005;Garet, Porter, Desimone, Birman, & Suk Yoon, 2001), an effective linking between theory and practice (Ball & Cohen, 1999;Cheng, Tang, & Cheng, 2012;Zeichner, 1990Zeichner, , 2010, and the collaboration of student peers (Baeten & Simons, 2014;Hudson, Miller, Salzberg, & Morgan, 1994) as relevant features of teaching internships.…”

Section: Features Of Field Experiences and Teaching Competencementioning

confidence: 98%

“…The feedback provided by the mentors and the fact that they serve as role models was considered an important source for the development of teaching skills and competences (Consuegra, Engels, & Struyven, 2014;Hascher, 2006; for an overview see Hobson, Ashby, Malderez, & Tomlinson, 2008). Despite these positive findings, critics have argued that student teachers may adopt inappropriate teaching methods modeled by cooperating teachers and that theoretical models and teaching experiences may not be sufficiently connected (Alexander, Muir, & Chant, 1992;Consuegra et al, 2014;Felten, 2005;Ronfeldt & Reininger, 2012).…”

Section: Features Of Field Experiences and Teaching Competencementioning

confidence: 99%

Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools

Biermann

Karbach

Spinath

et al. 2015

Teaching and Teacher Education

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“…While there is limited evidence on what motivates effective teachers to work and remain in challenging settings, a number of studies consistently find that both financial and non-financial factors are important (Rice, 2010 [126] ). General quality of life and issues such as personal security certainly matter and long-term improvements in disadvantaged areas will help attract and retain effective teachers.…”

Section: Make the Recruitment Of Permanent Teachers More Efficient Anmentioning

confidence: 99%

The development of the teaching profession in Colombia

2018

OECD Reviews of School Resources

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This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2018You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. The "School Resources Review" aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides countryspecific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries' educational objectives.Colombia was one of the countries which opted to participate with an in-depth country review. Country reviews provide detailed descriptions of national policies, a critical analysis of country-specific strengths and challenges and tailored policy advice for improving the use of school resources. This particular review aims to i) provide insights and advice to Colombian authorities; ii) help other countries understand Colombian policies and practices; and iii) provide input for thematic work of the project.The report was co-authored by Thomas Radinger (OECD Secretariat), also co-ordinator of the review; Alfonso Echazarra (OECD Secretariat); Gabriela Guerrero (GRADE Peru), expert on school provision; and Juan Pablo Valenzuela (Universidad de Chile), expert on school finance. Annex B provides biographies of the team of authors.The conclusions of the report were informed by a visit to Colombia to carry out interviews with a range of authorities and stakeholders and to visit school communities in different parts of the country. The visit of the review team to Colombia took place in Dece...

show abstract

More or better student teaching?

Cited by 161 publications

References 47 publications

Wider Professional Experiences: The value of Pre-service Teachers Learning in Wider Contexts

Wider Professional Experiences: The value of Pre-service Teachers Learning in Wider Contexts

Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools

The development of the teaching profession in Colombia

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