The usefulness of an online platform for capturing literacy field experiences: Four lessons learned

Anderson, R. S.; Puckett, Jane B.

doi:10.1080/19388070509558430

Cited by 3 publications

(8 citation statements)

References 18 publications

(20 reference statements)

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“…ICT training of the preservice teachers was implemented as assignments of the practicum (e.g. Anderson & Puckett, 2005;Barnett, 2006;Basham, Palla, & Pianfetti, 2005;Brown & Warschauer, 2006Brush Teaching Education 27 et al, 2003Doering et al, 2003;Frykholm & Glasson, 2005;Snider, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Subcluster 3: Planning and teaching particular subjects in specific student groups 9 References: Anderson and Puckett (2005), Colby and Stapleton (2006), Coulon and Lorenzo (2003), Duffy and Atkinson (2001), Lake and Jones (2008), Mewborn (1999), Otaiba (2005), Proctor et al (2001), Schmidt (2005).…”

Section: Activitiesmentioning

confidence: 99%

“…11 References: Anderson and Puckett (2005), Barnett (2006), Basham et al (2005), Brown and Warschauer (2006), Brush et al (2003), Dawson (2006), Deal and White (2006), Frykholm and Glasson (2005), Halpin (1999), Pope et al (2005), Snider (2002.…”

Section: Favorable Outcomesmentioning

confidence: 99%

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The practicum in preservice teacher education: a review of empirical studies

2013

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This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils' diversity. The supervisors' role is focused mainly on the preservice teachers' inner world, and only few studies examined school students' achievements as a result of preservice teachers' instruction. The individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged. Preservice teachers' acquaintance with staff and principals at the host school were a negligible part of the practicum descriptions. The discussion will portray two kinds of asymmetric relations between the host schools and the teacher education programs, and one kind of symmetric relations emerging from the descriptions of the practicum. The implications will suggest a broader view of the practicum, designing a new teacher education program embedded in school organizational culture.

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Section: Discussionmentioning

confidence: 99%

Section: Activitiesmentioning

confidence: 99%

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The practicum in preservice teacher education: a review of empirical studies

2013

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“…Various scholars argued that field experience could positively influence the PSTs' instructional practices, such as integrating particular instructional approaches (Anderson & Puckett, 2005;Bhattacharyya et al, 2009;Hixon & So, 2009;Holtz & Gnambs, 2017;Varma et al, 2009). For instance, Bhattacharyya et al (2009) examined the effects of an extensive inquiry-based field experience on PSTs' personal beliefs and capability beliefs related to teaching science.…”

Section: Field Experience With Psts' Instructional Strategiesmentioning

confidence: 99%

Preservice Teachers' Self-Efficacy through Hybrid Field Practicum in a Korean Teacher Education Program

Lee,

Davis

2023

INT J INSTRUCTION

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A practice-based approach to teacher education programs is fundamental to preparing preservice teachers (PSTs) for in-service teacher roles. Although many studies have explored the impact of field experience on PSTs' perceptions and attitudes toward diverse students, few have examined PSTs' self-efficacy in hybrid environments that require both F2F (face-to-face) and synchronous online field practicum. This study explored Korean PSTs' self-efficacy changes regarding instructional strategies, classroom management, and student engagement through hybrid field experiences. The data was collected from a teacher education program in Korea in the 2021 spring semester from April to July. This study used the Ohio State teacher efficacy scale (Tschannen-Moran & Hoy, 2001) to measure teacher self-efficacy. As a result, 133 pre-survey and post-survey comparisons were used. After the survey, seven volunteered preservice teachers were interviewed individually. By using a mixed-method design, study results showed that field experience in hybrid environments significantly increases PSTs' instructional strategies (d = 0.58), classroom management (d = 0.47), and student engagement (d = 0.48). This study suggests PSTs' self-efficacy changes through a hybrid field experience in a teacher education program.

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“…For example, Lao and Gonzales (2005) found widespread agreement among faculty members about the importance of feedback to students in an online environment, despite the fact that they also agreed online teaching was more time-consuming than face-to-face. Anderson and Puckett (2005) noted that in-service teachers who completed the practical, field experience component of a graduate-level literacy course fully online also made use of online interaction tools to create a "learning community" and an enriched inventory of resources and perspectives of others.…”

Section: The Role Of Interactionmentioning

confidence: 99%

Evaluating Quality in Fully Online U.S. University Courses: A Comparison of University of Maryland University College and Troy University

Aldridge

Parker²

2018

RBAAD

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A key component of quality assurance in online higher education is the periodic evaluation of fully online courses, by both internal and external reviewers, against standards developed by the offering institution. These standards can address a variety of quality areas including but not limited to: the organization and structure of the online course; the extent to which technology is used to foster learning and student engagement; and the use of available communication features to stimulate student discussion and interaction. In this paper the online evaluation processes and criteria of the two largest U.S. state universities involved in online education – University of Maryland University College and Troy University – are compared. It will be shown that the two institutions arrived independently at very similar quality standards for online courses, and that these standards are congruent with those developed and promulgated by nationwide higher education accreditation agencies in the U.S.

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The usefulness of an online platform for capturing literacy field experiences: Four lessons learned

Cited by 3 publications

References 18 publications

The practicum in preservice teacher education: a review of empirical studies

The practicum in preservice teacher education: a review of empirical studies

Preservice Teachers' Self-Efficacy through Hybrid Field Practicum in a Korean Teacher Education Program

Evaluating Quality in Fully Online U.S. University Courses: A Comparison of University of Maryland University College and Troy University

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