This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory–practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants’ practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers reported that they mostly experienced or felt difficulty in classroom management; parallel with this difficulty, their learning gains in classroom management were the highest. These teachers also emphasized that there was no relationship between theory and practice in teacher education and that developmental psychology and communication courses and those presenting teaching-related cases were effective at building readiness for the teaching profession. Based on the findings, several suggestions for future practices were proposed in the study.

/pdf/pre-service-teachers-evaluation-of-their-mentor-teachers-4287vd762v.pdf

Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship

Prior research shows that supervisors of teacher candidates are typically underprepared for their work and receive little oversight of it. However, there has been less research into these causes and the effects of minimal preparation on supervisors. This case study of a teacher education department uses survey, interviews, and document analysis to examine the tensions that occur when supervisors are underprepared for their roles. The results indicate three tensions that undermine supervisors’ practice: unclear expectations, perfunctory evaluations, and the failure to develop teacher educator identities. In the absence of organizational supports for supervisor preparation and development, supervisors relied on peer networks and their PK-12 experience to inform their practice. Program administrators lamented the lack of training for supervisors but did not have the time or resources to support it. Intentional preparation could help supervisors navigate these tensions and should aim to align supervisors’ training to the roles they embody.

/pdf/tensions-in-the-preparation-of-university-supervisors-dual-1d9notvflr.pdf

Tensions in the Preparation of University Supervisors: Dual Perspectives from Supervisors and Administrators.

During professional practice stages students use the skills and knowledge previously acquired via formal classes, create networks, find mentors, enter into contact with citizens and their problems and obtain much needed professional experience, while simultaneously improving their theoretical knowledge and skills as a result of working side by side with practitioners in host organizations. As such, the main goal of this paper is to provide a general overview of professional practice in Romanian public administration education by looking at the undergraduate students’ satisfaction regarding the practicum stage in different host institutions. The data (N = 89) collected from undergraduate students in a public administration program allows us to explore: their satisfaction with different aspects of professional practice (ranging from resources to new knowledge acquired), the strengths and weaknesses of practicum, the perceived utility of such activities and potential improvement measures. Going further than a simple descriptive analysis, our data also shows that the perceived benefits of professional practice can be reduced to two latent classes of utilities/benefits: those related to the new skills and knowledge acquired and the interactions with practitioners and citizens.

/pdf/public-administration-education-and-professional-practice-in-4p0rag1fjd.pdf

Public Administration Education and Professional Practice in Romania: Exploring Students’ Perceptions

This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.

/pdf/the-practice-and-challenges-of-practicum-implementation-97h0z194a6.pdf

The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute

The purpose of this study is to develop a Teaching competency index in special education and to investigate Korean pre-service special educators (PSSEs)’ perceptions regarding each item of the index. Based on a review of the literature on exemplary instruction in special education, we developed an index composed of 44 items. The six sub-domains of the index include ‘Organizing content’, ‘Writing lesson plans’, ‘Considering individual characteristics’, ‘Encouraging student participation’, ‘Enhancing interactions’, ‘Practicing effective teaching strategies’ and ‘Reflecting on one’s own teaching’. The survey participants included 37 PSSEs who just completed their practicum in special schools in Korea for four weeks. Results showed that there was a significant difference between the importance and implementation of the teaching competencies both in the total score and in the subtotal score of each domain. No significant difference was found across three certification areas (early childhood, elementary, and secondary) of PSSEs and across the disability types of the students who attend the practicum sites. Finally, discussions of the results and the implications of this study for personnel preparation practices in Korea are provided.

/pdf/perceptions-of-korean-pre-service-special-educators-1mnylbxp5x.pdf

Perceptions of Korean pre-service special educators regarding teaching competencies for students with disabilities

In Singapore, training for pre-service special education (PSSE) teachers is supported by a ten-week special education teaching (SET) practicum process in special school setting. In the first four weeks of SET practicum PSSE teachers are familiarized with their pupils, class routines, school culture and administrative processes within the school. The PSSE teachers were guided in lesson preparation and delivery by way of written and face-to-face feedback. Following this handholding, the PSSE teachers are observed by supervisors and cooperating teachers in the school and the University supervisors and they are graded for their overall performance of the SET practicum. This study focuses on the learning experiences of the PSSE teachers during the tenweek SET practicum in their respective special schools. The PSSE teachers completed a survey the week following completion of their practicum experience in school. Thirtythree (Male = 3; Female = 30) PSSE teachers participated in the survey. The survey instrument used a 4-point Likert scale which included two sections: (a) Teachers’ Response to the Practicum Experience their Learning Experience and (b) The process of the SET Practicum. The overall findings indicate that the PSSE teachers had positive experiences. Although the majority of PSSE teachers indicated that they enjoyed the SET practicum, their reasons varied. They felt that their supervisors both within the school and the University understood and the SET practice process and also conveyed the correct SET practicum process to them. The findings of this study are discussed in the light of recommended improvements to the SET practicum process for the PSSE teachers in special schools.

/pdf/beginner-pre-service-special-education-teachers-learning-4ji2s88p0g.pdf

Beginner pre-service special education teachers' learning experience during practicum

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Beginner pre-service special education teachers' learning experience during practicum