The Practicum: The Place of Experience?

White, Simone; Forgasz, Rachel

doi:10.1007/978-981-10-0366-0_6

Cited by 57 publications

(23 citation statements)

References 93 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The teachers in initial training who attend the practicum find in this period a meaning to the teaching profession, awakening in them a reflective and critical attitude about what they do and how they do it and, therefore, shaping their teaching identity, according to what was reported by Cohen et al (2013) and White and Forgasz (2016). In this sense, initial physical education teacher training must be committed to the subjects that make up the school environment, since it is where the future teacher acquires the scientific, and pedagogical knowledge and skills necessary to face a teaching career (Castillo-Retamal et al, 2019;Rezer & Fensterseifer, 2008;Ward & Ayvazo, 2016).…”

Section: Introductionmentioning

confidence: 96%

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Almonacid-Fierro

Carvalho²,

Retamal³

et al. 2021

IJLTER

View full text Add to dashboard Cite

The Covid-19 pandemic has put enormous pressure on the educational system in all its teaching and learning activities, and in the specific case of the practical training of teachers. This study seeks to investigate through qualitative research with a comprehensive interpretive approach, the training of the practicum of Physical Education teachers in Chile, considering the knowledge and experiences, in the context of virtual classrooms during the Covid-19 pandemic. Semi-structured interviews and focus groups were used to collect the data; and were analyzed with the content analysis technique. As result, it can be observed that the students manifest diverse experiences in their practicum process, with difficulties inherent to the remote work condition, such as difficulty in communication with students and school teachers, problems in didactic and evaluation processes, and adaptation to context. It is necessary to discuss the access of students and teachers to technologies, as well as the training of physical education teachers in areas of didactic and assessment in contexts where face-to-face is difficult.

show abstract

Section: Introductionmentioning

confidence: 96%

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Almonacid-Fierro

Carvalho²,

Retamal³

et al. 2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…Commonly referred to as practica or practicum experiences in international teacher education literature and as field experiences or clinical experiences in the United States, this component of teacher education is consistently rated by teacher candidates as among the most valuable parts of their preparation (White & Forgasz, 2016). This is despite the fact that "Often, the clinical side of teacher education has been fairly haphazard, depending on the idiosyncrasies of loosely selected placements with little guidance about what happens in them and little connection to university work" (Darling-Hammond, 2006, p. 308).…”

Section: Field Experiences In Teacher Educationmentioning

confidence: 99%

“…2-3). Such disagreement is salient, given that a wide variety of scholars have demonstrated the ways in which beliefs about and understandings of teaching shape the actual actions of teachers in practice (Darling-Hammond & Bransford, 2005;Korthagen, 2004;White & Forgasz, 2016). Most understandings of teaching include beliefs relating to curriculum content and planning, the value/effectiveness of particular pedagogies, the function and format of assessment (Hollins, 2015;Jackson, 1986;Joyce, Weil, & Calhoun, 2014).…”

Section: Lesson 1: Develop a Shared Understanding Of Teaching Itselfmentioning

confidence: 99%