Improving the Quality of Practicum Learning: Self-Study of a Faculty Member's Role in Practicum Supervision

Autor/in	Russell, Tom
Titel	Improving the Quality of Practicum Learning: Self-Study of a Faculty Member's Role in Practicum Supervision
Quelle	In: Studying Teacher Education, 13 (2017) 2, S.193-209 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1342358
Schlagwörter	Practicum Supervision; Practicums; Educational Quality; Educational Improvement; Self Evaluation (Individuals); College Faculty; Teacher Role; Preservice Teachers; Observation; Physics; Methods Courses; Experiential Learning; Reflection; Epistemology; Seminars; Preservice Teacher Education; Theory Practice Relationship; Qualitative Research; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Fakultät; Lehrerrolle; Beobachtung; Physik; Methodisch-didaktische Anleitung; Experiental learning; Erfahrungsorientiertes Lernen; Erkenntnistheorie; Seminar; Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; Qualitative Forschung; Ausland; Kanada
Abstract	This self-study of activities as a practicum supervisor in several secondary schools focuses on the supervisor's contribution to the quality of a teacher candidate's professional learning in the context of a familiar tension between on-campus courses and in-school practicum experiences. Data from both formal and informal supervisory experiences are taken from notes recorded in classes with those supervised formally, records of notes taken in practicum observations, and email messages exchanged with teacher candidates about their supervision experiences. Analysis of formal supervision experiences generated a series of insights into candidates' experiences of the practicum, a modest innovation in supervisory practice, and important reminders arising from a significant error in personal practice as a supervisor. Informal supervision experiences involved visits arising from invitations to observe extended by candidates in the author's physics methods course. These experiences generated opportunities to test an alternative supervisory strategy focused on candidates' perceptions of their learning from experience. Related literature includes the topics of learning from experience, reflective practice, and the potential significance of an epistemology of practice. In closing, attention is given to trustworthiness, the personal significance of the study and connections to the teacher education literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01