Teaching Ms. Kerbin:<i>A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates</i>

Kuechle, Jennifer; Holzhauer, Maike; Lin, Ruey Fa; Brulle, Andrew R.; Morrison, Sally E.

doi:10.1080/01626620.2010.10463557

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…The study of teacher education placement programs has been widely discussed in the literature (Ambrosetti, 2014; Butler & Cuenca, 2012; Campbell-Evans & Maloney, 1995; Clarke et al, 2012; Crasborn, Hennissen, Brouwer, Korthagen, & Bergen, 2010; Darling-Hammond, 2006; Davies, 2005; Franklin Torrez & Krebs, 2012; Hobson, Harris, Buckner-Manley, & Smith, 2012; Kuechle, Holzhauer, Ruey, Brulle, & Morrison, 2010). However, the examination of nontraditional placements and their effects on the emergent professionalism of preservice teachers is less prevalent.…”

Section: Relevant Literaturementioning

confidence: 99%

“…As noted by Franklin Torrez and Krebs (2012), “The student teaching experience is a pivotal component of most teacher education programs and a focus within teacher education literature” (p. 485). Finally, this literature addresses the numerous and seemingly complex issues associated with teacher education practicums, such as those presented by mentor–mentee relationships (Ambrosetti, 2014; Crasborn et al, 2010; Kuechle et al, 2010), a notion that is countered by Kolb and Kolb (2005), who note the necessity of tension as “conflict, differences, and disagreements are what drive the learning process” (p. 194).…”

Section: Relevant Literaturementioning

confidence: 99%

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Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

Burns

Danyluk

2017

Journal of Experiential Education

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This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on a housing construction site. Emergent professionalism is enacted when teachers shift their concerns from self to other, as described by Fuller. The findings are then examined from the perspective of Kolb’s experiential learning model, including the concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing of the new concepts. As a result of this analysis, new insights are shared regarding the ways in which preservice teachers develop their emergent professionalism through examination of the environment, multiple sources of feedback, interdisciplinary lessons, and a hands-on learning environment.

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Section: Relevant Literaturementioning

confidence: 99%

Section: Relevant Literaturementioning

confidence: 99%

Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

Burns

Danyluk

2017

Journal of Experiential Education

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“…The written evaluation at the end of the practicum can "make or break a career" (p. 2). In a study of 35 teacher candidates, Kuechle, Holzhauer, Lin, Brulle, and Morrison (2010) also noted that many candidates expressed anxiety about their evaluations. Likewise, interviews of several teacher candidates by Fantozzi (2012) reveal that the most important thing was a good evaluation and this often caused anxiety.…”

Section: The Roles Of the Cooperating Teachermentioning

confidence: 99%

Perceptions of Cooperating Teachers Concerning the Student Teaching Field Experience

Paulson¹

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This study explored the views of cooperating teachers on (a) their work with student teachers and university supervisors, and (b) ways to improve the student teaching process. In a mixed-methods sequential explanatory study, 153 cooperating teachers answered closed-and open-ended questions using an electronic survey; then a subset of 12 participated in follow-up interviews. All participants taught at rural or semi-rural middle schools and high schools in Central Illinois; all had experience with student teachers from a mid-sized institution in that area.Major findings of the study included cooperating teachers' lack of preparation for the semester, cooperating teachers' beliefs in a need for better selection of student teachers, their desire for feedback, roles they feel they should play (role model, mentor, judge, etc.), and their desire for power and respect. Recommendations include suggestions for university policy regarding candidates, university supervisors, and student teaching.

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Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection

Lee

Choi

2012

Asia-Pacific Edu Res

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Teaching Ms. Kerbin:A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates

Cited by 3 publications

References 22 publications

Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

Perceptions of Cooperating Teachers Concerning the Student Teaching Field Experience

Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection

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