Research on teaching practicum – a systematic review

Lawson, Tony; Çakmak, Melek; Gündüz, Müge; Busher, Hugh

doi:10.1080/02619768.2014.994060

Cited by 188 publications

(135 citation statements)

References 69 publications

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“…Similarly, to previous studies, 17 it can be concluded that school mentors' feedback to student-teachers is a very important part of PPT, especially because they observe student-teachers' progress from a broader, more holistic perspective of their future profession -chemistry teacher. Therefore, sustained efforts should be focused on productive school-university collaboration, but also to raising of the awareness for the need of in-service chemistry teachers' sustainable education in their subject area in relation to recent findings from chemical education research, e.g.…”

Section: Resultsmentioning

confidence: 99%

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

Savec

Grm

2017

ACSi

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The research presented in this article deals with the self-evaluation of 4 th year pre-service chemistry teachers' progress during their second year practical pedagogical training in chemistry teaching at primary schools (students' age 13-15 years) in comparison to the perception of their progress by their school mentors. The sample consisted of 21 pre-service teachers and 21 school mentors, in-service chemistry teachers, at primary schools. For the purpose of following to pre-service chemistry teachers' development, the pre-service teachers as well as their mentors completed the "Questionnaire for monitoring students' progress", focusing on eight characteristics of professional development during practical pedagogical training. The results reveal that student-teachers were stricter in their self-evaluation in comparison to their school mentors after their first chemistry lecture at school during the practical pedagogical training; however, after their last lecture, the evaluations were similar for most of the characteristics. The development of five randomly selected student-teachers is presented in detail from their own perspectives, as well as from their school mentors' perspectives.

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Section: Resultsmentioning

confidence: 99%

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

Savec

Grm

2017

ACSi

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“…cit. 2000, p. 183) In some international studies, it is noted that supervisors interpret students" inability to recognize their own shortcomings and unwillingness to do something about them as indicators of failure (Lawson et al 2015). As mentioned earlier, Duffy & Hardicre (2007) show that one of the most important signals has to do within sufficient insights into what is lacking in one"s own competence and consequently difficulties in altering one"s behaviour in line with received feedback.…”

Section: What Is Perceived As Shortcomings?mentioning

confidence: 99%

“Separating the Wheat from the Chaff” – Failures in the Practice based Parts of Swedish Teacher Education

Lindqvist¹,

Nordänger²

2018

IJLTER

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Abstract. The present case study is part of a larger project where the overall ambition is to understand how an organization, through its way of arguing for the failures in student teaching, at the same time constitutes what is accepted as sufficient teacher quality. The article examines the students short comings from the supervisors and teacher educators perspectives. The analysis shows that the indicators of failure include passivity and rigidity, lack of posture, social timing and selfawareness. The indicators can be categorized into two groups of failures, "those that are of too light weight" and "those carrying some weight". Critical for the categorization was the time for the discovery of the short comings as well as the assessors' experiences of hope for development. The result is then set in relation to the on-going discussion in Sweden about the possibility of introducing an aptitude test before admission to teacher education.

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“…In recent years, there has been an emphasis on improving the quality of practicum experiences in both academic research (e.g. Grudnoff & Williams, 2010;Lawson, Çakmak, Gunduz, & Busher, 2015) and in teacher education policy (e.g. TEMAG, 2014).…”

Section: Editorialmentioning

confidence: 99%

Complex, compound and critical: recognising and responding to the factors influencing diverse preservice teacher experiences of practicum

Gillett-Swan

Grant-Smith

2017

Asia-Pacific Journal of Teacher Education

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Research on teaching practicum – a systematic review

Cited by 188 publications

References 69 publications

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

“Separating the Wheat from the Chaff” – Failures in the Practice based Parts of Swedish Teacher Education

Complex, compound and critical: recognising and responding to the factors influencing diverse preservice teacher experiences of practicum

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