Re-envisaging and reinvigorating school–university practicum partnerships

Grudnoff, Lexie; Haigh, Mavis; Mackisack, Vivienne

doi:10.1080/1359866x.2016.1201043

Cited by 50 publications

(27 citation statements)

References 18 publications

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“…Before laboratory handson activity, a teacher must ensure the presence or absence of tools and materials during the lab. This is in line with the study of Grudnoff, Haigh, and Mackisack, (2017) facilities and infrastructure are important things that support the implementation of practical activities. This is in line with the results of this study that readiness before laboratory hands-on activity has a large influence on laboratory hands-on activity intensity.…”

Section: Resultssupporting

confidence: 77%

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

Ramadhani

Titisari

2019

JPBI

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The issues arise in performing laboratory hands-on activity are: the less frequence in its implementation, the lack of students interest, the limited in time, and lack of preparation. By considering the importance of laboratory hands-on activity, it is necessary to examine the conditions of the hands-on activity in school whether the activity has been in accordance with the existing rules and standards. This study aimed to determine the implementation of biology hands-on activity in students’ grade XI of SSHS 10-Pekanbaru. The population in this study was 144 students. The sampling technique used were Slovin formula and purposive sampling, in which the sample was 60 students of class XI MIPA-1 to MIPA-4. The instruments used to collect the data in this study were questionnaires, observation sheets, and interviews. The results showed that the for 4 indicators observed (i.e. hands-on activity intensity, students’ interest in hands-on activity, hands-on activity duration, and hands-on activity preparation) reached the percentages between 76.14% and 80.66%, which were in the good category. Thus, it can be concluded that this school has been conducting a good hands-on activity. It is suggested for further researchers to focus on problems analysis and alternative solutions

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Section: Resultssupporting

confidence: 77%

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

Ramadhani

Titisari

2019

JPBI

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“…It is noteworthy that there are not enough studies involving the views of practice teachers, pre-service teachers, and faculty members engaged in the process. With the cooperative work of practice teachers, faculty members, and pre-service teachers, practice models that increase professional development and learning can be created (Grudnoff, Haigh & Mackisack, 2017). In this context, it was aimed to determine the views and expectations of the pre-service teachers in the field of classroom teaching, teachers at practice schools, and faculty members responsible for teaching practice courses.…”

Section: The Importance and Aim Of The Studymentioning

confidence: 99%

“…Furthermore, many studies suggest that the guidance of teachers greatly affects the professional development of pre-service teachers studying at universities (Healy, Ehrich, Hansford & Stewart, 2001;Saka, 2019;Toll, Nierstheimer, Lenski, & Kolloff, 2004). It is also stated that university-school cooperation within a specific program increases the professional development and learning levels of students, teachers, and faculty members (Grudnoff, Haigh & Mackisack, 2017).…”

Section: Introductionmentioning

confidence: 99%

University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members

Kula¹,

Güler²

2021

AJUE

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The research aimed to determine the views and expectations of pre-service teachers studying in the field of classroom teaching, practice teachers in practice schools, and faculty members responsible for courses related to teaching practice regarding teaching practice processes. The research was designed as a case study from qualitative research designs. The study group consists of 36 female and 9 male, aged between 21 and 25, totally of 45 pre-service teachers; 16 female and 30 male, aged between 30 and 51, totally of 46 practice teachers; 4 female and 7 male, aged between 30 and 51, totally of 11 faculty members. The data was collected in writing with separate forms for pre-service teachers, practice teachers, and faculty members. The data was analyzed by thematic analysis. The results of the research suggest that the existing operation regarding the university-school collaboration is insufficient and those pre-service teachers have the expectation to increase the practice courses in terms of number and duration. It is thought that the interaction between the university and the school should be improved in all aspects. This research is expected to be a guide for revealing expectations of related parties and improving the process during the teaching practice. Keywords: Pre-service teacher, Teacher training, Teaching practice, University-school cooperation.

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“…Como resultado, la literatura suele ocupar el concepto de tercer espacio para explorar distintas estrategias de articulación entre los dos ámbitos. Una de las estrategias más recurrentes es la misma creación de un tercer espacio en la forma de una colaboración innovadora entre la universidad y los centros de práctica con el fin de que se equilibren tanto las relaciones de poder entre los docentes universitarios y los profesores del centro de práctica, como el tipo de conocimiento adquirido por los estudiantes (ver Cuenca et al, 2011;Grudnoff, Haigh & Mackisack, 2017;Martin et al, 2011;Zeichner 2010).…”

Section: Tercer Espacio Educación Y Prácticas Pedagógicasunclassified

Transitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria

Moraru

Santana

2018

Estud. pedagóg.

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INVESTIGACIONESTransitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria The transition from student to teacher: students' negotiations in the third space of an early community practicum RESUMEN El artículo analiza las experiencias de tres estudiantes de tercer año de pedagogía en inglés que asumieron el rol de profesores en el marco de un proyecto que funcionó como una práctica temprana comunitaria; los estudiantes dirigieron talleres de reforzamiento de inglés a un grupo de alumnos de primero a cuarto básico en una comuna con un alto índice de pobreza. Utilizando el concepto de tercer espacio de Homi Bhabha, el artículo explora el impacto de esta práctica en la trayectoria profesional de los estudiantes. Durante la práctica, ellos se encuentran en un tercer espacio, siendo ni estudiantes, ni profesores, sino que algo entre medio. Se argumenta que este espacio hibrido permite una transición parcial de estudiante a profesor, que se manifiesta a través de una serie de negociaciones de tensiones. Por tanto, el artículo analiza las principales rearticulaciones que este proceso genera desde la perspectiva de los estudiantes.Palabras clave: tercer espacio, hibridez, prácticas tempranas comunitarias, transición, educación ABSTRACT The article explores the experiences of three third-year Chilean EFL student teachers who took on the role of teachers in a community engagement project based in Santiago during the first semester of 2017. During this early community practicum, the task of the students was to conduct extracurricular English workshops for a group of pupils coming from disadvantaged backgrounds. Using Homi Bhabha's concept of third space, the article focuses on the impact that this practicum had on the professional trajectory of the students. While on placement, they find themselves in a third space, being neither students, nor teachers, but somewhat in-between. It is argued that this hybrid space entails a partial transition from student to teacher, which manifests itself through a series of tensions that are negotiated during this process. As a result, the article analyses some of their most important beliefs that change as a result of this placement.

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Re-envisaging and reinvigorating school–university practicum partnerships

Cited by 50 publications

References 18 publications

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members

Transitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria

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