A Belizean Education: Learning From an International Field Experience

2014 ◽  
Vol 8 (1) ◽  
pp. 213-231
Author(s):  
Daniel B. Robinson ◽  
Rebecca Bell
Keyword(s):  
Teacher Education ◽  
Field Experience ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Personal Change ◽  
Education Programs ◽  
International Field Experience ◽  
Selection Of ◽  
Professional Change

Although field experiences may be staple features of teacher education programs, international field experiences are still growing in popularity. This is particularly true at our university, where international field experiences are still very much in their infancy. As such, this article describes a recently completed international field experience. More specifically, a selection of a pre-service teacher’s reflections—focused upon preconceptions, observations, professional change/growth, and personal change/ growth—are shared and explored. Given that international field experiences are still relatively new within many teacher education programs, and are irregularly offered or altogether absent within others, we hope that our account of learning through such an experience will prove informative and educative to others.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

TPACK ◽  
2019 ◽  
pp. 68-95
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

The Cambridge Schools Experience

2017 ◽  
pp. 256-274
Author(s):  
Danielle V. Dennis ◽  
Stephanie M. Branson ◽  
Brian M. Flores ◽  
Allison M. Papke
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Essential Components ◽  
Barriers To Implementation ◽  
The Moment

Clinical field experiences are essential components of teacher education programs. Though largely missing from most teacher education programs, cross-cultural field experiences aid teacher development by broadening their perspectives of diversity, teaching, and learning. This chapter explores the experiences of both preservice and in-service teachers who participated in a four-week intensive field experience in Cambridge, England. The Cambridge Schools Experience (CSE) curriculum emphasizes: 1) noticing and naming literacy practices, 2) deepening understandings of literacy teaching and learning, 3) being responsive in the moment, and 4) being a collaborative educator. Along with findings from the study, we discuss the program structure, as well as barriers to implementation and suggestions for overcoming those barriers to ensure program longevity.

scholarly journals Subjects-in-Process/ on-Trial: The Construction of Teacher Subjects in an Early Field Experience Course

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 3-12
Author(s):  
Jacqueline Bach
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Field Experience ◽  
Teacher Education Program ◽  
Julia Kristeva ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Early Field Experience ◽  
Philosophical Viewpoint ◽  
Pre Service Teacher

Increased standardization of teacher education programs urges a reconsideration of how pre-service teacher identities are constructed/being constructed and evaluated. The purpose of my study was to examine the writings of pre-service teachers enrolled in an early field experiences course in order to identify moments in which they interacted, negotiated, and subverted the teacher-making process, which they officially enter during the semester they take this course. I approach this question from a philosophical viewpoint, and I use the theories of French post-structuralist, Julia Kristeva. My analysis of pre-service teachers enrolled in an early field experience course illustrates how their language disrupts the standardized language and expectations of a teacher education program.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

2015 ◽  
pp. 81-107 ◽  
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring

2018 ◽  
pp. 117-141
Author(s):  
Danielle E. Dani ◽  
Allyson Hallman-Thrasher ◽  
Lisa M. Harrison ◽  
Kristin Diki ◽  
Mathew Felton-Koestler ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Specific Model ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
University Courses ◽  
Clinical Educators ◽  
Collaborative Mentoring

One of the challenges of field-based teacher education is the perennial divide between university courses and field experiences. Collaborative mentoring is proposed as an approach to bridge this divide. The purpose of this chapter is to explore the affordances that a content-specific model of collaborative mentoring provides for achieving greater coherence within teacher education programs and nurturing stronger systems of partnerships between universities and schools. The chapter reports on research examining the benefits and challenges reported by teacher candidates, mentor teachers, and clinical educators who participated in the model.

Preparing Preservice Music Teachers to Teach in PreK Settings through the Use of Service Learning

2018 ◽  
Vol 105 (1) ◽  
pp. 28-32
Author(s):  
Roy M. Legette
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Music Teachers ◽  
Field Experiences ◽  
Student Growth ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Music Teacher Education ◽  
Education Programs ◽  
Teachers Perceptions

Teacher education programs have long recognized field experience as an essential part of the professional development of aspiring teachers. While much attention has been given to providing preservice music teachers with rich and varied field experiences in grades K through 12, experiences in prekindergarten field settings are much less common. This article discusses the need for preK field experiences in music teacher education programs, the value of service learning as an integral part of these experiences, and preservice music teachers’ perceptions regarding their experiences in a prekindergarten service-learning practicum. While the challenges of service learning are acknowledged, its capability of promoting student growth while providing service to the community is underscored.

Community-Based Field Experiences in Teacher Education

2018 ◽  
pp. 348-366 ◽  
Author(s):  
Heidi L. Hallman
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Professional Preparation ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based

This chapter proposes the value of offering teacher candidates an opportunity to participate in community-based field experiences during their teacher education programs. Community-based field experiences, in contrast to traditional, classroom-based placements usually offered at this stage in prospective teachers' professional preparation, enable beginning teachers to conceptualize their own learning and the learning of their students in new ways. As part of teacher education programs, the community-based field experience serves a distinct purpose and place, and one that is often underexplored. This chapter describes the integration of community-based field experiences into teacher education programs and discusses the unique quality of community-based settings as potential sites for teachers' learning.

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