Practicum Research Papers - Academia.edu (original) (raw)

In this self-study, we, an instructional team of four teacher educators, inquired into the experience of teacher candidates as we adapted our work at the beginning of the COVID-19 pandemic. The transition to remote learning led us to arrive at the inquiry question: How did the approaches we privileged prior to the pandemic influence our teaching and teacher candidate learning at the beginning of the pandemic? Teacher candidates from the 2019-2020 cohort offered several insights into what made a difference for them when the program abruptly shifted online just as they were beginning their practicum. These themes included consistent gatherings of the cohort for collegial support, professional learning and well-being; the benefits of explicit and embedded social and emotional learning (SEL); and opportunities to apply SEL and selfregulated learning approaches during their online practicum. This self-study offered us insight into the practices we value (e.g., relational, equity-oriented pedagogy in the middle years) and how we can take these up online. Interestingly, we found relational, synchronous, SEL-infused pedagogy to be central to teacher candidates' learning, well-being, and success. Barriers encountered had to be addressed with immediacy, particularly in light of the call for antiracist education.

- by and +1
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- Teacher Education, Learning and Teaching, Middle School/Level Education, Self-regulated Learning

In a study conducted to investigate mentorship and its relevance to continuous professional development for teachers of mathematics, it was established that mentoring teachers is equivalent to continuous professional development. Four teachers were involved in a mentorship programme that included training in teaching practicum supervision and guidance for student teachers of mathematics and neophyte mathematics teachers' induction. The mentor teachers

El artículo describe la puesta en marcha de un sistema de evaluación para el prácticum de Magisterio en el Centro Universitario Cardenal Cisneros. El procedimiento desarrollado tiene como objetivo subsanar la insatisfacción con la evaluación del prácticum constatada por múltiples autores. Para ello, se ha partido de las competencias de la materia y se han planteado los criterios de evaluación más adecuados para verificar su adquisición. Se han elaborado diversos instrumentos y materiales específicamente diseñados para valorar esos criterios, se han establecido las ponderaciones de los criterios y los contextos más adecuados para aplicar cada uno de los instrumentos. El sistema ha permitido alinear y correlacionar todos los elementos del proceso y evaluar a los estudiantes con un conjunto de recursos e instrumentos que incorporan mayor rigor y precisión. Finalmente, todos los agentes colaboradores tienen una mayor implicación en la evaluación y pueden participar de su carácter formativo.

- by Revista Practicum and +1
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- Evaluación formativa, Practicum, Instrumentos de evaluación, Criterios De Evaluación

La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación Resumen La formación ciudadana es uno de los aspectos centrales de la enseñanza obligatoria en Colombia. Las ciencias sociales tiene una responsabilidad relevante, su presencia en el currículo suele responder a los intereses políticos y en pocas ocasiones a las reales necesidades sociales, tal vez por esto se dan los cambios reiterados en este tipo de formación. El artículo presenta unas consideraciones acerca de cómo se ha con-fi gurado la formación ciudadana en Colombia. También hace una mirada a lo que piensa el profesorado en formación sobre este tipo de formación y lo que sucede en las prácticas de enseñanza.

- by Gustavo González Valencia and +1
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- Teacher Education, Education for Citizenship, Preservice Teacher Education, FORMACION DE PROFESORES

El equipo docente del Prácticum de pedagogía de la Universidad de Barcelona se plantea el reto de la mejora continua en las prácticas externas del grado, a partir de la evaluación por competencias. Se ha realizado el estudio que presentamos, con la finalidad de identificar si se han producido cambios significativos en la percepción de los aprendizajes de los alumnos del Prácticum. El estudio entre otros resultados nos ha hecho focalizar la mirada en la vinculación con el Trabajo Final de Grado (TFG) y las ventajas que puede aportar al alumnado relacionar ambas asignaturas.

- by Assumpta Aneas and +2
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- Measurement and Evaluation, Pedagogy, Undergraduate Thesis, Competencias

Cet article présente les résultats d'une étude sur la manière dont les enseignants de français conceptualisent les contenus didactiques en fonction des interactions en classe. La représentation qu'ont les enseignants de leur gestion des interactions a été rapportée au moyen de protocoles verbaux concomitants à une tâche de planification et au moyen de protocoles rétrospectifs immédiats. Pour répondre aux réactions des élèves, le fonctionnement fréquemment adopté par l'enseignant semble «improvisationnel». La planification de l'enseignement est fondée sur des connexions conceptuelles. Elle relie les contenus les uns aux autres selon une appréciation des besoins potentiels des apprenants.
Sur le plan cognitif, la planification est la résultante d'une accommodation entre
des éléments didactiques organisateurs et les apports potentiellement désorganisateurs
du contexte d'interaction. Ces résultats descriptifs corroborent ceux qui ont été obtenus
dans d'autres disciplines et acquièrent de ce fait une certaine généralisabilité.

- by Francois V Tochon
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- Teacher Education, Distance Education, Mentoring, Academic Writing

En esta obra encontramos un magnífico resumen del modelo creado para la sistematización de los procesos desarrollados durante el periodo de prácticas externas, facilitando también instrumentos específicos de gran interés, diseñados para poder evidenciar el aprendizaje de todos los agentes implicados: tutor académico, tutor de empresa (incluyendo el término a cualquier entidad u organización), y alumnado en prácticas; con el fin de procurar la mejora contínua y así promover la cultura de calidad en este ámbito [...]

- by Teresa Linde-Valenzuela and +1
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- Practicum, Prácticas Externas, Prácticas académicas externas

Teacher education programs that prepare teachers within the context of functioning elementary and secondary schools are widely discussed and debated. Research studies show that effective preparation of good teachers includes intensive practical experience with K-12 students under carefully supervised conditions in collaboration with experienced teachers. The field studies/practicum is a compulsory part of the teacher education program. Field studies/practicum in special education programs are dealt with in different ways at different universities. The role of the field studies/practicum in undergraduate and graduate special education programs is very important. What kind of field studies/practicum best prepares prospective special education teachers for classroom practice? Based on real life experience and research, the authors have proposed a reinforced life experience practicum framework, which prepares prospective special education teachers for effective classroom practices.

- by Chia Jung Yeh, Ph.D. and +1
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- Teaching and Learning, Education, Educational Technology, Scholarship of Teaching and Learning

De que maneira a formação docente pode propiciar experiências que mobilizem a esperança do professor em pré-serviço? Baseado nesse problema de pesquisa, o presente estudo de caso buscou investigar a relação entre as experiências (MICCOLI, 1997-2016) vivenciadas por professores de inglês em pré-serviço no estágio supervisionado e a mobilização da esperança (SNYDER, 2005; SNYDER et al, 2007; SNYDER; LOPEZ, 2016) para fins de engajamento na transformação social. Realizado numa disciplina de Estágio Supervisionado em Língua Inglesa: Ensino Fundamental, seguiu o Projeto Formar e Transformar criado a partir da abordagem do letramento crítico (LEWISON et al, 2002; MONTE MÓR, 2009; 2012; 2016; NORTON, 2005) e de teorias de justiça social (AGARWAL-RANGNATH, 2013; HAWKINS, 2011; PILLER, 2016; SENSOY; DIANGELO, 2012). Em sua operacionalização, o processo de coleta das narrativas do corpus envolveu atividades reflexivas gravadas em áudio (posteriormente transcritas), portfólios da disciplina e as notas de campo da pesquisadora. Os resultados da análise fenomenológica/experiencial dos dados (MOUSTAKAS, 1994; VAN MANEM, 1990) mostraram que, ao tornarem-se conscientes da necessidade de mudança, da relevância de sua profissão e do papel do professor transformador, os participantes podem desenvolver um senso de autorresponsabilidade, engajando-se na transformação social por meio de práticas pedagógicas transformadoras – tomando uma direção oposta à desculpabilização (SNYDER, 2005). É assim que o estudo lança luz sobre a relevância de uma formação esperançosa que, pautada pela educação crítica, pode vir a mobilizar ações que promovam transformação por meio do ensino de línguas.

This paper draws on Honig’s (1994) concept of dilemmatic space to analyze the teaching practicum and
to frame the ethical dilemmas that teacher candidates experience during it. The dilemmatic space
highlights the wider context in which dilemmas occur, replacing the practice of analyzing ethical dilemmas
as specific disconnected incidents. The practicum is the first opportunity for teacher candidates
to spend a significant period of time in the classroom during their certification process. The supervised
environment is important in supporting and mentoring teacher candidates; yet the hierarchical structure
of the practicum can lead to ethical dilemmas that emerge in the gap between TCs’ desire to explore their
professional identity and the need to please their supervisors and “pass the practicum.” Analyzing the
practicum as a dilemmatic space is important not only to better support teacher candidates, but also to
critically reflect on the structures of teacher education programs and the intersection of theory and
practice in teacher education.

- by Lilach Marom
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- Teacher Education, Pre Service Teacher Education, Practicum, Teaching Practicum

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.

- by D. O'Connor
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- Screenwriting, Play Therapy, High Performance Computing, Music Education
- by Mae Celis
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- Manuscript Studies, Communication Arts, UPLB, Practicum

Knowledge of pre-service teachers' problems during the practicum is supremely important to the design and implementation of an effective field experience. Based on this, the current study aimed to explore the most frequent problems of a cohort of English as foreign language (EFL) beginning teachers (n = 60) enrolled in a training program. Results of an in-depth content analysis of post-lesson written reflections (n = 1511), mentor feedback (n = 1624) and end-of-each-practicum reports (n = 337) reveal 23 frequent problems with teaching methodology, class control and time management as the top concerns. Results also indicate that trainees' development seems to go through five distinct stages. These findings offer for the first time an insight into the most pressing needs of Moroccan EFL pre-service teachers. Interpretations of the results and recommendations are discussed in relation to the context of the study.

- by Arab World English Journal (AWEJ)
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- Mentoring, Training, Reflection, Journal writing
- by Martin Thomas and +1
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- Education, Teacher Education, Higher Education, Mentoring
- by David E Gray
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- Intercultural Communication, Teacher Education, Distance Education, Mentoring

Laporan Praktikum Asam Karboksilat dan Turunannya

- by Afif Alim Nasution
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- Chemistry, Organic Chemistry, Practicum, Laboratory Experiments
- by Roberto Avello Rodriguez
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- Practicum
- by Lester Benedicto
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- Property Management, Tourism, Practicum, Practicum experience

MODUL PRAKTEK ALAT ELEKTROMEDIK I

- by Latifah Listyalina
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- Practicum, Electromedical Equipment

Despite the renovation of the curriculum in education faculties in 1997, research has revealed
some problems in School Experience and Teaching Practice courses. Specifically, problems were related to the quality,
frequency, and type of feedback received (oral/written), lack of training for cooperating teachers and supervisors, an
inadequate number of observations, and a lack of opportunities for feedback. This paper reports the preliminary results
of a TUBITAK-Evrena project to help teacher trainees develop basic teaching skills while they are continuing their
education in the education faculties. The project uses a “Clinical Supervision Model” (CSM) as a solution. To improve
the quality of supervisory skills of cooperating teachers and university supervisors, the project researchers provided
training to university supervisors and cooperating teachers about the CSM. The present research assesses the
effectiveness of this training on the quality of supervision, feedback, communication skills, and professional behavior
(punctuality, professional attire) of the university supervisors. The data for the study was collected from cooperating
teachers and teacher trainees via questionnaires and an interview. Results indicated that there are statistically significant
differences between supervisors who took CSM training and those who did not receive training. Teacher trainees and
cooperating teachers had more positive opinions of CSM-trained supervisors. These results suggest that CSM
techniques can increase the quality of supervisory skills.

- by Umut Salihoğlu and +2
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- Clinical Supervision, Teaching practice, Teacher Evaluation and Supervision, Educational Supervision

The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

- by Arab World English Journal (AWEJ)
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- Perceptions, Field experience, Practicum, Challenges

Teacher education programs struggle hard to prepare their pre-service teachers to compete in 21st centuries classrooms. They offer field experience or practice teaching classes for a limited period of time usually at the senior year. Also the effects of these practice teaching experiences have not been researched much. The English Language Teaching (ELT) program examined in this study was a newly established program and it offered six semesters of practicum different than the common practice in Turkey. The impact of this program was unknown, as the first graduates started working in 2014 only. Thus, the aim of this case study was to explore the competencies of novice English as a Foreign Language (EFL) teachers with rich practicum experience, and to get feedback from them to improve the practicum component of teacher education programs. The participants were selected among the first graduates of the program. They were five novice teachers working as EFL instructors at an intensive English program of a private university. The data for this qualitative research was collected through semi-structures interviews, classroom observations and post-class debriefing interviews. The findings of the data showed that the novice EFL teachers enhanced their competencies thanks to the practicum experiences. They reported to have higher competence in planning, instructing, and learning than assessment. Additionally, they reported to have benefited mostly from the practice teaching component of the practicum rather than observing in field experience classes. They mentioned how they had a head start to their career thanks to the earlier practice teaching experiences. Unlike most studies on novice teachers in the literature, they counted their first year as a more successful and less challenging one compared to their novice peers. The teachers suggested a more careful selection of the cooperating teachers and they appreciated beginning their practicum experiences early in the sophomore year. They recommended increasing the duration of practice teaching and decreasing the duration of weekly observations.

- by Hatice Yagci and +1
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- Teacher Competence, Practicum, Teacher Education Field Experiences
- by Kalafunja O-saki
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- Teacher Education, Distance Education, Science Education, Mentoring

La facultad de psicología de la UNED ha desarrollado una oferta de prácticum virtual para alumnos de 5o año de la licenciatura, basado en el desarrollo de competencias profesionales, cuyo itinerario de psicología clínica se estructura sobre un modelo de simulación contextual y procesual. El diseño de este curso pretende representar no sólo interacciones terapéuticas que puedan ser observadas y analizadas, como ejemplos de situaciones contextualizadads, sino que a través del diseño de actividades, pretende simular y provocar en el estudiante el proceso cognitivo que realiza un profesional de la psicología clínica durante diferentes sesiones terapéuticas. Este curso se desarrolla dentro de la plataforma virtual WebCT, con material audiovisual, estructurado en módulos secuenciados y basado en trabajo colaborativo de grupo pequeño (5 estudiantes).

- by Marcela Paz González-Brignardello
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- E-learning, Modeling and Simulation, Practicum
- by Latifah Listyalina
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- Anatomy and Physiology, Practicum

The development of teacher professional identity is critical in teacher education programs. All of the courses that pre-service teachers take during their education, whether theoretical or practical, significantly impact their professional identity development; however, the practicum period is the most important, as it allows them to apply what they have learned in real-world teaching contexts. Several efforts were made to explore the identity development of student-teachers throughout their pre-service teacher education and of beginning teachers in real classroom settings (e.g., Trent, 2010, Tokoz Goktepe & Kunt, 2021). According to Nguyen (2017), in recent years, teacher education programs have tended to “develop the pre-service teachers’ inquiry skills as well as a critical approach to teaching as a reflective practice,” implying that such programs “need to be increasingly linked with real-world professional experience” (p. 48). Hence, prospective teachers are encouraged to address twenty-firstcentury students by inquiring about their own knowledge and skills, as well as witnessing and analysing the improvements around them. The framework of “General Competencies of Teachers,” which has been renewed and reintroduced by Turkey’s Ministry of National Education (MoNE), also affirms that teachers must also develop themselves in such a way that they are psychologically and socially coherent with modern cultures, stating that in modern societies, teachers are not technical persons who carry out education and training (Sahinkarakas & Tokoz Goktepe, 2018). However, they are role models to students and the entire society. One of the most essential parts of teacher education is the practicum that takes place in preservice teacher education programs.

- by Sehnaz Sahinkarakas and +1
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- Teaching and Learning, Teacher Education, Pre Service Teacher Education, Practicum

El objetivo de este trabajo es analizar la práctica reflexiva como elemento facilitador del conocimiento práctico. Para ello, se realizó un análisis cualitativo de 52 diarios de clase, realizados por estudiantes del Máster de Formación del Profesorado de Enseñanza Secundaria, de la Universidad Nacional de Educación a Distancia (UNED), España, durante el curso académico 2016-2017. El análisis muestra que los diarios de clase son un instrumento eficaz para desarrollar el pensamiento reflexivo de los profesores, facilitan el aprendizaje experiencial y permiten el desarrollo de competencias profesionales necesarias para el ejercicio docente.

El documento aborda la estimulación de la competencia del compromiso ético durante el prácticum de la titulación de grado en Educación Infantil. Se propone una secuencia de actividades para desarrollarlas con los estudiantes... more

- by Purificación Pérez-García and +3
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- Teacher Education, Early Childhood Education, Educación Infantil, Tales

The Practicum –understood not only as external practices developed by future teachers in schools, but also as the tutorials, seminars and projects done at the University–, is an essential component of initial teacher training. Given the importance of this topic, this paper includes the results obtained in a trans-sectional quantitative descriptive study focused on learning how sampled students from the Primary Teaching and Preschool Teaching Degree Programs from a public
university in Madrid evaluate the organization of Practicums I and II, and the support they received from related personnel from the University and the education institution where the practicums took
place. A questionnaire was designed to obtain this information from students from these programs and was answered by 426 students. To validate the questionnaire, the Lawshe’s formula was used,
which establishes a Content Validity Index (CVI) of 0.62, with ten expert judges for agreement not to be reached by chance. In addition, the information provided by the sample was coded in a database
for further processing with SPSS 15.0. Using this software, descriptive analyzes were performed to determine the distribution of the sample in each of the variables defined in this study. Finally, results showed a clear tendency to perceive the training institution (the University) and its most representative agent (tutor) as insufficient to meet the demands for emotional, professional and pedagogical support. On the contrary, centers where practicum is conducted and collaborating
teachers are seen not only as the main sources of orientation and guidance during the Practicum, but also as references in the acquisition and development of professional competences.

The current review acknowledges the complex and subjective nature of the practicum experience and thereby makes a deliberate attempt in recognizing a diverse body of literature that informs the formulation, operationalization, and implementation of the entire practicum process. More specifi cally, it presents a systematic analysis of books focusing on the practicum experience (Richards & Farrell, 2011), language teacher development (Farrell, 2015), and teacher identity negotiation and construction (Cheung, Said, & Park, 2015).

Metaphors are powerful windows to gain insight of EFL teachers' professional identity constructions. This study examined 33 Chinese EFL STs' self-generated metaphors about teaching pre-and post their student teaching. Before their teaching practicum experience, they were: 1) optimistic, but had naïve perceptions about their roles, 2) worried about their inadequacy to teach professionally, and 3) anxious about their relationship with cooperating teachers. Post-practicum, we noted 1) increased transformative perceptions about their role, 2) professional knowledge growth, 3) the participants explicated a broad array of challenges of building good student relationships, and 4) the placement-school contexts exert a significant influence on their identity formation. Implications for facilitating EFL student teachers' professional identity (trans)formations during the field experiences are discussed.

Development in the industrial world that utilize optical devices is not new anymore, this is because the use of optical devices can increase the speed and accuracy in production. Optical technology that has been used in industrial world one of them is cutting tools using laser on the workpiece. Therefore, an understanding of the main light characteristics of each light source in order to be engineered and utilized to facilitate human life is necessary. One of the important things in the character of light is the spectrum and wide spectrum of light sources such as He-Ne lasers, halogen lamps, and LEDs. From this experiment it can be concluded that the character of a light source is the wavelength (λ) inversely proportional to the average power (Paverage), if the wavelength (λ) is increasingly enlarged then the average power (Paverage) issued by the light source will be smaller close to zero. But the spectral width is higher for high power. The He-Ne laser has the highest average output power among other light sources or it can be written the average power of (Laser> Halogen Lamps> LED). The spectral width for the He-Ne laser is 16.11 nm, for the LED of 64,095 nm and for halogen lamps of 299,445 nm. So the laser spectral width of He-Ne < LED < halogen lamp.

- by Reza Maliki Akbar
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- Optical Engineering, Optics, Photonics, Light

El documento aborda tópicos del Prácticum de Educación Social que han de ser tratados en la formación inicial del estudiante universitario. El análisis y reflexión sobre estos tópicos se trabaja semanalmente en seminarios. The paper addresses important topics of Social Education degree. These must be covered during preservice training of university students. They analyze and reflect about these topics weekly seminars. Palabras clave: Prácticum Practicum Educación Social Social Education Formación inicial Preservice training Seminarios Seminars

- by Purificación Pérez-García
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- Education, Educación, Seminar, Practicum

Si bien la reflexión sobre el oficio y el quehacer antropológico ha acompañado a la práctica etnográfica desde sus inicios, el desarrollo de la disciplina y su consolidación progresiva dentro de las universidades en el Estado español ha cambiado y ampliado los debates en torno a su desempeño profesional. Con este simposio hemos querido constatar la vigencia de la reflexión sobre la profesionalización de la Antropología y la necesidad de seguir dialogando en torno al desempeño de la Antropología como profesión, a partir, especialmente, de las distintas realidades y experiencias de quienes trabajan fuera de la universidad en relación con la disciplina. La propuesta de este simposio proviene del Grupo de Trabajo sobre Antropología y Práctica Profesional del Instituto Madrileño de Antropología (IMA) y de la Asociación Vasca de Antropología Ankulegi.

- by Lidia Montesinos Llinares
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- Anthropology, Precariedad, Ética, Antropología aplicada

Laporan Praktikum Isolasi dan Hidrolisis Piperina

- by Afif Alim Nasution
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- Chemistry, Organic Chemistry, Practicum, Laboratory Experiments

Bu çalışmada, Eğitim Fakültesi’nde Okul Deneyimi ve Öğretmenlik Uygulaması derslerinde görev alacak uygulama öğretmenlerinin hangi ölçütlere göre seçildiğinin belirlenmesi, bu süreçte karşılaşılan sorunların tanımlanması ve seçim sürecinin daha nitelikli olması için önerilerin geliştirilmesi amaçlanmıştır. Bu amaçla, araştırma probleminin bir durum çalışması bağlamında incelenmesi uygun görülmüştür. Araştırmada incelenen durum ‘Eğitim Fakültesi Okul Deneyimi ve Öğretmenlik Uygulaması derslerinin uygulama öğretmenlerinin seçim süreci’dir. Çalışma kapsamında uygulama öğretmeninin seçiminde aktif rol oynayan mevcut üniversite koordinatörü ve üniversite koordinatör yardımcıları, 2005’ten bu yana bu uygulama öğretmenlerinin seçim sürecinde görev alan iki eski üniversite koordinatörü, mevcut İl Milli Eğitim Müdürlüğü koordinatörü ve uygulama öğretmenlerinin seçim sürecinde aktif rol alan 4 okul müdürü ve 7 öğretmenle görüşme yapılmıştır. Görüşmelerde yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda uygulama öğretmenlerinin seçim sürecinde hangi ölçütlerin göz önünde bulundurulduğu (Öğrenci ve uygulama öğretim elemanının informal dönütleri, okul ve Üniversite kordinatörünün informal görüşleri vb.), bu süreçte hangi sorunlarla karşılaşıldığı (Seçimin okul yönetiminden bağımsız yapılması, öğretmenler arasında adaletsizlik algısının oluşması vb.) betimlenmiş ve katılımcıların seçim süreci ile ilgili önerilerine (Kurumlar arası [il, okul, bölümler ve üniversite koordinatörleri] iş birliği ve koordinasyon yapılması, öğretmen performansına dayalı seçim vb.) yer verilmiştir.
This study aimed to investigate the criteria for assigning the practice teachers who are to supervise the senior prospective teachers during school experience and practice courses; the problems faced during the process; and suggestions for improving the assignment process. The study was designed as a case study. The case studied was specified as the ‘assignment process of practice teachers for school experience and practice courses conducted at faculty of education”. Semi-structured interviews were conducted with one university coordinator and two assistant coordinators currently taking active part in the process, two former university coordinators successively served since 2005, current coordinator of provincial directorate general of national education, four school principals taking active role in the assignment process, and seven teachers. The results of the study revealed certain criteria used for assigning practice teachers [e.g. Informal feedback from students and faculty mentors, Informal views of school and university coordinators], the problems faced during the process [e.g. Making assignments disregarding the school administration, Creating a feeling of injustice among teachers], and suggestions by the participants about the assignment process [e.g. Cooperation and coordination between institutions (among province, school, department and university coordinators), assignment based on the practice teacher’s performance]

- by ozlem goktas and +1
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- Education, Teacher Education, Higher Education, öğretmen Yetiştirme

Los estudiantes universitarios de Educación Infantil y Educación Primaria, futuros docentes, deben considerarse profesionales potenciales hacia una enseñanza de calidad que persigue el desarrollo del proceso de enseñanza y aprendizaje de las generaciones venideras. Para ello, la formación teórica se complementa con la asignatura del prácticum como punto de inflexión en el que los conocimientos aprendidos entran en juego, brindando a los estudiantes la oportunidad de utilizarlos frente a situaciones reales. Esther Martínez y Manuela Raposo, profesoras titulares de la Universidad de Vigo y coordinadoras de este libro, han compuesto con la ayuda de varios profesionales, un ̈kit
de supervivencia ̈ centrado en el prácticum de Educación Infantil y Primaria. Esta obra alberga herramientas e instrumentos de gran utilidad, imprescindibles para los profesionales y futuros docentes de estos niveles de especial importancia para el crecimiento y desarrollo del aprendizaje.

- by Revista Practicum and +1
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- Educación Infantil, Practicum, Educacion Primaria

The current report traces the main phases of the practicum as specified in the ministerial act 928/16 which organizes the training year that concerns the teacher trainee cohort of April-November 2016. In this regard, the meeting of 7th September in the regional center for education and training was described at length. Then, this was followed by the procedures of joining the training school as well as the limitations which were encountered with that. Since there was a changement of the training school from Hassan the First High School to El Khawarizmi Technical School, the latter was the foci of description as it was where the actual training took place. Accordingly, the school was described in terms of the pedagogical and administrative structure. Moreover, the sessions of each day with the common core and the first year baccalaureate were minutely described by putting an emphasis mainly on the planning, the management and the evaluation. The pedagogical issue under study was observed in the diagnostic tests. It relates to the pedagogy of errors in the area of writing. In this regard, students’ errors were identified, classified, explained, evaluated and treated. The practicum and the investigation of the issue met some distracting limitations; the chief of which is the delay of training due to the changement of the school. However, those limitations were surpassed, and the training went in better conditions. This resulted in several recommendations, the chief of which are the adoption of in-service training in view of its numerous advantages for the student teachers, the school and the whole Moroccan educational system.
Keywords: Error analysis, error gravity, writing, inter-language development

- by Mohamed Benhima
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- Applied Linguistics, Teacher Training, Error Analysis, Practicum

Online learning has become more prevalent in higher education, including expansion into family life education (FLE) programs. The current study surveys FLE practicums on management of practicum experiences within human development/family sciences (HDFS) academic programs with consideration to the role of online technology. Students who wish to be eligible for provisional Family Life Educator (CFLE) status upon graduation through the National Council on Family Relations (NCFR) must complete a 120-hour practicum. As online courses become increasingly available across institutions, many faculty members and students are also managing practicum experiences in online settings. To this point, there has been no systematic exploration of HDFS practicum that considers incorporation of online learning options. Using a topical survey, this study ascertains commonalities among practicum experiences from directors of 38 CFLE-approved programs. Through comparison with existing literature on face-to-face and online practicum management, the authors offer an initial set of best practices.

- by Scott Tobias and +1
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- Family studies, Pedagogy, Online Learning, Practicum

In the fall of 2020, due to the institutional impacts of COVID-19, the Master of Teaching Program in the Ontario Institute for Studies in Education, University of Toronto (Canada) transitioned to a modified practicum program. In this article, I draw on self-study (Kitchen et al., 2020) to examine and share my experiences as a Practicum Advisor tasked to design and deliver a four-week virtual practicum program for 30 teacher candidates, without access to high school classrooms. I reflect on how my rural teacher and researcher selves informed my practicum design in one of Canada's largest urban faculties of education, including teacher candidates' development of data portraits based on one rural case study high school. A virtual adapted practicum presented me with a narrow opening, in an otherwise urban-dominant curriculum, to expand teacher candidates' gaze beyond the metropolis.

- by Joanne Pattison-Meek
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- Rural education, Teaching practice, Practicum, Practicum experience