Perceptions of the teaching practicum among Human Movement and Health Education pre-service teachers in Australia: The role of university coursework, university-school partnerships and e-learning (original) (raw)
Related papers
Aare 2010 Proceedings of the 2010 Australian Association For Research in Education Conference, 2010
Chittleborough, Gail, Cripps Clarke, John and Hubber, Peter 2010, Preservice teachers' practicum experiences : developing pedagogy and professional skills through relationships with supervising teachers, coordinating teachers and university staff, in AARE Pre-service teachers' practicum experiences: Developing pedagogy and professional skills through relationships between supervising teachers, coordinating teachers and university staff AARE 2010 Page 1
Developing a professional identity: first year preservice teachers inschool experience project
2007
It has long been recognised that the process of 'becoming a teacher' is complex. The aim of any teacher education program therefore should be to provide 'high quality learning' (Killen 2005) that entails both theoretical and practical components. These components need to be clearly linked for as Cole and Knowles (2000) claim there is an unmistaken gap between what teachers are taught in pre-service teacher training and what they are expected to do at the 'chalk-face' in the beginning of their professional experience. In response to this obvious challenge current reviews of, and research into, teacher education, have paid particular attention to issues concerning the practical component, commonly known as 'the practicum' (Ramsey 2000, Perry and Allard 2003, Vick 2006). However the traditional 'practicum' where preservice students are 'supervised' by classroom teachers seems to be insufficient in responding to challenges raised. This paper explores how the Faculty of Education in the University of Wollongong attempted to change the traditional 'practicum' by setting up 'inschool experiences' for first year preservice teachers across their first session in their BEd program. These experiences activated the process of bridging the gap between theory and practice for the preservice teachers and most importantly led to the beginnings of preservice teachers developing a professional identity of what it means to 'be a teacher'.
From Theory to Practice: Pre-Service Teachers’ Experience
2018
The aim of the study was to investigate pre-service teachers’ perspectives of their training programme based on the off-campus teaching practice they engaged in as well as challenges faced. The study adopted the mixed method approach. The sample for the study was 196 students who were final year students of the Catholic University College of Ghana, Fiapre. Questionnaire was developed to elicit responses for the participants. The study revealed positive perspectives of the participants on the preparatory programme. They were also able to apply the professional knowledge and skills gained in the classroom indicating a smooth transition of theory to practice. However, the study participants reported some challenges encountered, which need to be addressed by the schools where the pre-teachers go for internship to enhance such future exercises.
UNDERSTANDING PRE-SERVICE TRAINEES' PERCEPTIONS OF THEIR TEACHER TRAINING EXPERIENCE
Pre-service trainees are usually offered during their bachelor studies just a glimpse of what teaching entails. The pre-service teacher training experience allows trainees to put in practice the literature they have read and get familiarized with the didactic challenges they would have to overcome once employed in the public or the private educational system. In order to further understand pre-service trainees' perceptions of their teaching experience trainees had to fill in a reflective journal which was evaluated from a qualitative perspective. This reflective journal was intended to help trainees reflect on their teaching practice in order to achieve professional development.
Perceptions of Pre-Service Teachers As They Relate to Professional Practice
The purpose of this study was to explore the beliefs and concerns of pre-service teachers as they relate to professional practice during their practicum experience. This study took place in a minority-serving university in the Southwest. All activities were conducted during one academic semester and held during the weekly on-campus seminars. The participants were a convenience sample of 13 pre-service teachers enrolled in dual licensure programs (elementary/special education and secondary/special education). Pre/post surveys, interviews, and focus groups were used to triangulate the data. Responses to questions posed during focus groups, interviews, and questionnaires were explored thematically. The results indicated that pre-service teachers maintained a positive attitude toward their students, projected an understanding of their students and their disabilities, and recognized the challenges that students with disabilities face.
Triumphs and Trials: Probing the Pre-service Teachers' Practice Teaching Experiences
Universal Journal of Educational Research, 2020
This study explores the extent of the performance of the pre-service teachers as they engaged themselves in actual teaching. It further investigates on what are the highlighted experiences as they performed their responsibilities as pre-service teachers. A mixed-method was utilized to gather pertinent data. The quantitative research method, with the use of a survey questionnaire, was adopted to rate the pre-service teachers' teaching performance. The raters were the teachers who directly supervised the pre-service teachers. Frequency and percentage distribution were used to confirm statistical assumptions for the background variables of the participants. The weighted mean was utilized to interpret the obtained responses using a 5-point Likert scale. Moreover, a qualitative research method through documentary analysis was used to examine the personal experiences of the pre-service teachers. Open-ended questions were asked from them. The theoretical framework used in this study is...
Learning to teach: What pre-service teachers report
2015
With universities and schools of education receiving recurring criticism for being ineffective in preparing graduates for school teaching, this study sought to understand the phenomenon of learning to teach in order to investigate universal questions about who was learning to teach and what, where, when and how did they learn to teach during their initial learning to teach experiences at university. The topic was approached by listening to the voices and stories of those who ought to know the most about the phenomenon: the pre-service teachers. A multiple case study analysis was conducted with seven pre-service teachers, enrolled in their final year of study towards a Bachelor of Education course in an Australian regional campus. The preservice teachers volunteered to participate in three semi-structured interviews, in which they reflected on their personal, contextual and professional aspects of the experience of learning to teach. They were encouraged to provide any artefacts or documentation about their experiences. The significance of my study-and therefore its contribution to theory-is the proposition that pre-service teachers' approaches to learning to teach are pivotal to what they will take from their teacher education experiences, and therefore their vision of teaching and how that might be enacted. The extent to which the personal, contextual and professional aspects are integrated and utilised by the pre-service teacher assert particular orientations to learning to teach. My study proposed three orientations to learning to teach. The influences of the personal aspects were found in all three orientations, but in the first orientation, the personal aspects were the single most influential impact on learning to teach. This orientation was described as a pragmatic orientation because the pre-service teacher relied on their previous experiences and observations of teachers and teaching, an established view of teaching that did not change and they were confident about their ability to teach. In the second orientation, ii LEARNING TO TEACH the personal aspects combined with some of the professional or the contextual aspects, and it was described as a transitional orientation. In the transitional orientation the preservice teachers recognised they must engage with the knowledge and skills for teaching in order to review and refine their understanding about teaching and teaching methods. The final orientation utilised and activated all three aspects (personal, contextual and professional) and it was described as having an integrated orientation. In this approach, pre-service teachers actively constructed and made new and more complex meanings about teaching and teacher's work. While the orientations found in my study were specific about the diversity of pre-service teachers entering a regional teacher education programme, they do offer teacher educators some insight into the complex, dynamic and idiosyncratic nature of learning to teach and make recommendations to attempt to address the pre-service teachers' learning needs.
2018
Professional experience, or practicum placements, is an important component in the education of pre-service teachers and preparing them for their own classrooms after graduation. However, while the pedagogical and personal development benefits of participation are well documented, the personal costs of participation have been less comprehensively explored. This chapter identifies the perceived costs and benefits of participation in practicum from the perspective of undergraduate and postgraduate pre-service teachers attending an Australia university. The research study reported in this chapter reveals that the practicum experience is, on the whole, associated with positive feelings and the opportunity to gain practical ‘real-world’ experience and professional development. However, the financial hardship that can be created or magnified as a consequence of participation in practicum can negatively impact the practicum experience and the well-being of a pre-service teacher. The chapte...
Pre-Service Teachers’ Perceptions On Their Practicum In School
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme
MIER Journal of Educational Studies Trends & Practices, 2021
Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/co...