Practicum Reports Research Articles

Formación metodológica para la enseñanza bilingüe. Indicadores en Memorias del Practicum

Este estudio cualitativo se ha desarrollado con el objetivo de obtener un diagnóstico de la integración de componentes metodológicos diversos, requerida para implementar los programas de enseñanza bilingüe en Educación Primaria. Se recurre a las Memorias del Practicum que constituyen en la formación inicial de docentes, un lugar de indagación productivo desde su configuración académica. De un contexto institucional significativo, se selecciona la muestra documental no probabilística de 108 Memorias-Informe, correspondientes a la Mención de Lengua Extranjera–Inglés. Aplicando la técnica del análisis de contenido, se accede a lo colectivo experiencial de toma de decisiones metodológicas que recubren dos de sus elementos: la propuesta didáctica y el balance final. Los resultados revelan contradicciones y dificultades que marcan la tendencia a focalizar la integración en dos perspectivas metodológicas; las denominadas estrategias de aprendizaje y aprendizaje colaborativo. Se concluye con indicadores que, traducidos en líneas productivas de formación, aseguran una óptima complementariedad de los componentes metodológicos.

Writing about the Practices of Teachers in Training. The report as Mediator in Academic Education

The purpose of this paper is to analyze how knowledge is constructed and how it is described in the courses of supervised professional practicum. To achieve this, based on undergraduate students’ practicum reports from various universities, we identified two fundamental questions in the process producing and receiving knowledge by means of writing, which were i) what is the description of the voices in the practicum reports like? and ii) how does time management happen in the reports? Based on the linguistic analysis of the students’ written products, the emphasis is on the theoretical construction of the pre-service teachers since the supervised practicum requires a more rigorous look. Practicing students’ writing provides key elements in the production of knowledge, showing that the genre of practicum reports reflects a general format and theoretical superficiality.

Formação de professores baseada na investigação pedagógica

O artigo apresenta um estudo sobre o modelo de estágio dos Mestrados em Ensino da Universidade do Minho (Portugal), criados com a reforma de Bolonha. O modelo confere um lugar central ao desenvolvimento de um projeto de investigação pedagógica na escola, apresentado num relatório final defendido em provas públicas. O estudo envolveu a análise qualitativa de 40 relatórios de estágio e um inquérito por questionário respondido por supervisores da universidade (n=34), orientadores cooperantes das escolas (n=112) e ex-estagiários (n=133). São apresentados resultados relativos à natureza e impacto dos projetos e às competências profissionais evidenciadas nos relatórios. Conclui-se que as perceções dos participantes e os relatórios estão globalmente alinhados com pressupostos e linhas de ação do modelo, embora se identifiquem algumas limitações que apontam a necessidade de melhorias nos processos de formação.

Preservice teachers’ perspectives of failure during a practicum

ABSTRACT This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher questionnaires. Analysis of the findings reveals how insufficient content knowledge, inadequate planning, and avoidance of difficult discussions lead to failure. Further analysis of the sequence of events leading up to the failure reveals the significance of clear and authentic communication in the early days of the placement. Although the four preservice teachers struggled with failure, they also demonstrated resilience in their quest to become teachers. The authors conclude with six essential questions that help to mitigate failure.

한국 예비초등교사들의 실습보고서에 나타난 국제교육실습 경험

This study was to analyze the experiences expressed on the international teaching practicum reports submitted by 39 Korean pre-teachers after 5 weeks’international teaching practicum (ITP) in the USA., 2019. The research results showed firstly, the pre-teachers expressed they developed their professional teaching competence, multi-cultural appreciation, and language competence through 5 week international teaching practicum. Secondly, the experience element from the ITP managemental elements suggested by Barkhuizen and Feryok(2006) was turned out to be underestimated while expectation and exposing thoughts were overestimated. Based upon these results, the differences were discussed.

Enhancing student teacher motivation through mentor feedback on practicum reports: a case study

ABSTRACTDrawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.

Student Practicum Competencies through Lesson Study with the application of Argument Driven Inquiry

This study intends to analyse the student's practicum competencies through Lesson Study activities by applying the Argument Driven Inquiry learning model which was studied using qualitative research with descriptive qualitative analysis techniques. The sample is 13 students in the fourth semester of physics education. Based on students’ practicum reports, the percentage of learning outcomes in the first Lesson Study was 70.91, the second Lesson Study was 84.83. The indicators of student practicum competencies include the competencies of synthesis, cooperation, communication and independence, each percentage gain is 41.03%; 47.12%; 54.49%; 45.77% in Lesson Study 1, and 77.56%; 82.69%; 78.85%; 76.92% in Lesson Study 2. Student responses to practicum competencies for each indicator are 80.13%; 83.33%; 82.05%; 78.21%. These show that there is a positive change in student practicum competencies and the reflection’s results show that there is an accurate prediction of the final measurement result and knowing how to obtain the right measurement outcome.

Efecto e impacto de las prácticas curriculares de los Grados de Educación Infantil y Primaria: la perspectiva de estudiantes, tutores y coordinadores

El presente artículo analiza el efecto e impacto que las prácticas curriculares (Practicum) de los Grados de Educación Infantil y Primaria generan en las personas y en las instituciones implicadas (escuelas y Facultades de educación) en opinión de responsables institucionales, tutores y estudiantes. Desde una perspectiva cualitativa y descriptiva, se ha llevado a cabo un estudio de casos múltiple en 16 centros educativos que acogen estudiantes en prácticas de tercero y cuarto curso de la Universitat Autònoma de Barcelona y de la Universitat de Lleida en los ya mencionados casos. La recogida de datos ha contemplado la realización de entrevistas semiestructuradas (N = 102) a coordinadores, estudiantes y tutores de centro y facultad de ambos grados, el análisis de 28 memorias de prácticas y la celebración de 2 grupos de discusión para contrastar y analizar los hallazgos. El enfoque mixto de codificación y categorización ha sido empleado para el análisis de datos. Los resultados informan que el Practicum contribuye al desarrollo de competencias de los estudiantes e impacta positivamente en el desarrollo profesional de los tutores de escuela y de facultad que tutorizan estudiantes en prácticas. Por el contrario, el impacto que podría generar el Practicum a nivel de las instituciones implicadas es menor del que cabría esperar. El Practicum genera dinámicas de trabajo que impactan principalmente en un aula, pero no en el centro; en las facultades, genera un impacto indirecto a través de los tutores de facultad, siempre y cuando éstos actualicen los contenidos que imparten; y se generan pocas sinergias entre escuelas y facultades en el contexto de las relaciones establecidas entre profesionales de ambas instituciones.

Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers

Scarce studies have been conducted to understand teacher autonomy, teacher agency, and teacher identity exhibited by English as a foreign language (EFL) student teachers. This study was conducted to fill this gap by exploring how four student teachers take control of their teaching, conduct agentic behavior, and negotiate identities in the Chinese EFL context. Data included interviews, school documents, participants’ practicum reports, and lesson plans. Findings revealed that EFL student teachers encountered constraints related to the school curriculum, evaluation mechanisms, and social settings. Constraints affected their capacity to negotiate the gap between reality and ideals and fostered changes and innovations in teaching. These forces, influenced by the social, institutional, and physical settings, also affected the formation of their identities. The different development trajectories during the teaching practicums were found to be related to teacher autonomy, teacher agency, and teacher identity. While concluding with implications for teaching pre-service teachers and running teaching practicums, the present study also argues for considering the three interrelated constructs as essential parts of researching pre-service EFL teacher education.

L'integration des savoirs theoriques a la pratique par !'analyse reflexive: Formation a la gestion de classe

The purpose of this action-research project is to verify if reflective analysis promotes the integration of theoretical knowledge presented in a course on motivation, with the practice of classroom management during a practice teaching round. The methodology consisted of the analysis of narrative accounts of practice in which subjects recorded their observations and reflections of their experiences. The practicum reports of seven students were analyzed. In general, the results indicate the presence of the principle themes taught in the course. In the conclusion there is a discussion of the outcomes and some indications for future research.

The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme

The study investigated the development of academics’ teacher identities in a research-intensive environment when supported through a sustained university teacher development programme (UTD). The study applied a follow-up design. The various type data (Approaches to Teaching Inventory, interviews, and teaching practicum reports) were collected over period of 5–6 years from 11 academics. Data were analysed utilising narrative approach. Four teacher identity groups were identified. The results indicate that teacher identity develops through dynamic interaction between a reflection of teaching practice and a deepening knowledge of theoretical pedagogical constructs. The willingness to reflect is crucial for the development as a university teacher. ATI was fairly accurate in anticipating future reflective engagement with the development of oneself as a university teacher.

Visiting Lecturers: Perceptions of their Role in Supervising Student Teachers on Practicum

One of the key players in student teacher learning on practicum is the visiting lecturer. The purpose of this paper is to document five visiting lecturers’ perceptions of their specific role and contribution to student teacher learning during practicum. The visiting lecturers described their role as one of networking, creating important professional partnerships and relationships between the university and schools. They portrayed their role as a crucial part of the accreditation of a student teacher learning to be a teacher and one which, in their opinion, was a privilege. The data for this qualitative study were gathered using semi-structured individual interviews and document analysis of practicum reports. It will be argued in this paper that the role of the visiting lecturer is an important one and the support for student teachers while on practicum comes through practices such as triadic assessment discussions, professional conversations and feedback based on observations of teaching.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.

Sources

Sources documents the work of applied and practicing anthropologists through publication of PROJECT PROFILES. These are based on materials submitted to the Applied Anthropology Documentation Project at the University of Kentucky. The project, since its inception in 1978, collects the so-called fugitive literature produced by anthropologists. The collection includes technical reports, research monographs, conference papers, practicum and internship reports, legal briefs, proposals, and other materials.