Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

Autor/inn/en	Hudson, Sue; Hudson, Peter
Titel	Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway
Quelle	In: Journal of Education and Learning, 2 (2013) 1, S.9-19 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Preservice Teacher Education; Likert Scales; Experienced Teachers; Preservice Teachers; Models; School Community Programs; Mentors; College School Cooperation; Skill Development; Student Surveys; Teacher Surveys; Teaching Methods; Educational Practices; Student Behavior; Training Methods; Participant Satisfaction; Integrated Activities; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Likert-Skala; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Student behaviour; Schülerverhalten; Didaktik; Trainingsmaßnahme; Integrierender Unterricht; Ausland; Australien
Abstract	Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with extended written responses. Despite minor discrepancies between mentors and mentees' agreement on the experiences mentees received during the SCIL pathway, findings indicated 100% agreement on 8 of the 27 survey items for addressing the practicalities of learning how to teach. Indeed, 70% or more mentees agreed that they had a range of experiences across the five categories (i.e., personal-professional skill development, understandings of system requirements, teaching practices, student behaviour and reflective practices). Written responses outlined that preservice teachers began to recognise the breadth of teachers' roles and responsibilities. The SCIL pathway was noted as a cost-effective model that assisted to fill some gaps indicated within general practicum and internship models. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01