Partnership Contrasts: Microteaching Activity as Two Apprenticeships in Thinking

Vare, Jonatha W.

doi:10.1177/0022487194045003007

Cited by 13 publications

(5 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Evidence indicates that students' attitudes tend to change as a result of several factors: interaction with university programmes, experience with children, teachers, schools and parents, and maturation (Mahlios & Maxson, 1995). Increasingly, university and school personnel are engaging in various forms of collaboration in educating prospective teachers (Vare, 1995). For teacher education to become a more effective intervention, it must offer students opportunities to engage in partnership with their supervising teachers and university tutors (Schmidt & Knowles, 1995), and to form meaningful and effective connections between practice, theory and re¯ection.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Hill¹

2000

Teachers and Teaching

View full text Add to dashboard Cite

This paper describes a case study investigating the impact of a primary mathematics method programme on pre-service primary teachers' capacity, and willingness to learn and teach mathematics for relational understanding. The programme, a collaborative endeavour between primary schools and university tutors, enables student teachers to practice in an on-going, integrated and consistent manner what they are learning in theory, and to re¯ect on their experiences. The ® ndings from test, questionnaire and interview data indicate that the weekly cycle of theory, practice and re¯ection in which student teachers engage enhances their capacity, and provides an incentive for them to learn and teach mathematics for relational understanding.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Hill¹

2000

Teachers and Teaching

View full text Add to dashboard Cite

show abstract

“…Öğretmen yetiştirme programları sürecinde, üniversitelerde kazanılan deneyimler (öğretmen yetiştirme programlarında sıklıkla başvurulan mikro-öğretim yöntemi gibi) öğretmen adaylarının etkili ve yansıtıcı öğretmenler olarak hazırlanmalarında önemli bir yere sahiptir (Benton-Kupper, 2001;Cruickshank, 1985;Cruickshank ve Metcalf, 1993;Vare, 1994). Böylece öğretmen adayları bu süreç içerisinde öğretmenlik mesleği ile ilgili bilgilerini yapılandıracak ve meslekleri ile ilgili yöntem, teknik, stratejileri öğrenerek bunları kariyerleri süresince kullanabileceklerdir.…”

Section: öğRetmen Adayları Ve Ders Materyalleriunclassified

Fen Bilgisi Öğretmen Adaylarının Ders Materyallerini Değerlendirmede Belirledikleri ve Kullandıkları Ölçütlerin İncelenmesi

Namdar¹,

Namdar²,

Ursavaş³

2017

Ege Eğitim Dergisi

View full text Add to dashboard Cite

show abstract

“…Feedback is provided to high school students by university professors and college student mentors through an informal rubric. Studies suggest that microteaching is a viable and meaningful learning experience for students attracted to the teaching profession (Amobi, 2005; Benton-Kupper, 2001; Vare, 1994). These early experiences give students the opportunity to practice teaching and to develop efficacy for teaching.…”

Section: Introductionmentioning

confidence: 99%

Expressions of Authentic Voice: Urban High School Students’ Perceptions of Teaching as a Career Choice While Participating in a Pipeline Program for Aspiring Teachers of Color

Witmer

Wimer

2021

Education and Urban Society

View full text Add to dashboard Cite

Students of color do not pursue teaching careers as often as their white counterparts. Project Teacher Development (PTD) is a partnership between a large urban school district and a public regional university to recruit and prepare students of color as future educators. The goal of PTD is to identify, mentor, and inspire high school students to pursue careers in education using Self-Determination Theory (SDT) as an interpretive framework. Results from this longitudinal qualitative study indicate increased awareness of teaching skills and expectations for college. Too often, programs in education expect future teachers of color to divorce themselves from their racial and ethnic identities. Participants in this study expressed authentic voice, which is essential to develop autonomy, relatedness, and competence—the foundational elements of SDT. While the challenges of recruiting and preparing teachers of color remain multifaceted, specialized pipeline programs that maximize success for marginalized students are essential.

show abstract

Partnership Contrasts: Microteaching Activity as Two Apprenticeships in Thinking

Cited by 13 publications

References 3 publications

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Theory, Practice and Reflection: A pre-service primary mathematics education programme

Fen Bilgisi Öğretmen Adaylarının Ders Materyallerini Değerlendirmede Belirledikleri ve Kullandıkları Ölçütlerin İncelenmesi

Expressions of Authentic Voice: Urban High School Students’ Perceptions of Teaching as a Career Choice While Participating in a Pipeline Program for Aspiring Teachers of Color

Contact Info

Product

Resources

About