University Practicum Supervisors: marching to a different drummer?

Yarrow, Allan; Millwater, Jan; Foster, Bill

doi:10.1080/1359866960240207

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…Some institutions refer to these individuals as ''cooperating teachers'' or ''liaison teachers,'' among other titles. and again, these surveys find that role definitions and expectations for university supervisors (as well as mentors and student teachers) are ambiguous, conflicting, or nonexistent (Bullough, Jr. & Draper, 2004;Cole & Knowles, 1995;Fernandez & Erbilgin, 2009;RichardsonKoehler, 1988;Yarrow, Millwater, & Foster, 1994). In addition, university programs do not always clearly state their program goals or expectations (Hoover, O'Shea, & Carroll, 1988;Slick, 1997).…”

Section: Review Of the Literaturementioning

confidence: 95%

Learning to Balance Assistance With Assessment: A Scholarship of Field Instruction

Basmadjian

2011

The Teacher Educator

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Section: Review Of the Literaturementioning

confidence: 95%

Learning to Balance Assistance With Assessment: A Scholarship of Field Instruction

Basmadjian

2011

The Teacher Educator

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“…In addition, some researchers have examined practicum supervision and mentoring (Hastings & Squires, 2002;White & Le Cornu, 2002;Yarrow, Millwater, & Foster, 1996), efficacy of in-service TTC's (Yuen-Kwan, 1998), the application of teaching portfolios in TE (Berrill & Addison, 2010), and teachers' reflective practices (Clarke, 2004;McLaughlin & Hanifin, 1995;Risko, Vukelich, & Roskos, 2002;Schön, 1987). Perspectives on teacher evaluation, including the what, whos, and whys of TE (Smith, 2005), alternative paradigms of TE (Zeichner, 1983), teacher expertise (Tsu, 2005), and the knowledge-base of language TE (Freeman & Johnson, 1998 have also been investigated.…”

Section: Language Teacher Educationmentioning

confidence: 99%

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

Rezaee

Ghanbarpour

2016

IJ21CE

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Given that Teacher-Training Courses (TTC's) have responsibility for assisting prospective teachers with building up a repertoire of technical & pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 andPeacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC's currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers' and TTC trainers' opinions about the TTC's. To this end, 9 purposefully selected TTC's were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC's. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

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“…Yarrow and Millwater (1996) (Yarrow & Millwater, 1996). From this study it is clear that university supervisors need to possess these characteristics.…”

Section: Credentials and Qualificationsmentioning

confidence: 99%

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Livers¹

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University Practicum Supervisors: marching to a different drummer?

Cited by 8 publications

References 5 publications

Learning to Balance Assistance With Assessment: A Scholarship of Field Instruction

Learning to Balance Assistance With Assessment: A Scholarship of Field Instruction

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

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