Student Teaching Practicum Research Articles

The preparation of supervisors through collaborative supervision: A narrative account

AbstractTeacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

A COMPARATIVE STUDY OF STUDENT TEACHERS’ EXPERIENCES WITH COLLABORATING TEACHERS IN THE CZECH REPUBLIC AND THE UNITED STATES

Within a teacher education programs, student teachers must participate in a teaching practicum, when teachers-in-training (i.e., pre-service teachers) work with experienced teachers (i.e., in-service teachers) in their classrooms, learning the best practices related to pedagogy. This context, the student teaching practicum, has been studied extensively in a wide range of publications. However, comparative studies across countries that examine the experiences and perspectives of the practicum participants have not been deeply explored in the literature. The following study seeks to understand how student teachers in the Czech Republic and the United States perceive their practicum and the role of their collaborating teacher. Building on previous research that focuses on the effective traits of collaborating teachers and the effective types of feedback collaborating teachers give, this study compares student teachers’ experiences with their collaborating teachers and seeks to understand the differences between the two. The findings lead to topics in comparative education which could be explored in greater depth.

Upgrading the Potential with Competency-Based Learning Management Innovation Integration with Work to Enhance Students’ Ability in Practice Teaching Professional Experience

Purposes of the study are: (1) to develop novel approaches to competency-based learning management that are combined with activities that improve the competences of students in practice teaching professional experience and (2) to examine the outcomes of the integration of efforts to improve the competency of students in practice teaching professional experience with the transfer of competency-based learning management innovation. The sample group consisted of 50 members of the Faculty of Education of Phetchabun Rajabhat University in Thailand. Third-year-level pre-service student teaching practicum experience during the second semester of the academic year 2022 is achieved by a straightforward lottery draw. The study's methodology is research and development, and its tools include knowledge examinations, assessments for creating learning management systems, and interviews. Developing innovative learning management strategies based on competency-based work was discovered to be linked with curriculum analysis, student analysis, and competency-based learning management systems, which is the most suited. The research findings sparked innovation in competency-based learning management that was integrated with the workplace; students who had knowledge and skills of creating a competency-based learning management plan that was connected with their work were deemed to have practiced teaching professionally, after learning more than the required amount, a competency-based learning management system that is connected with work is created. Before embracing the innovation of competency-based learning management connected with work, teachers should look at how to use learning management plans to manage teaching and learning in a straight line while leveraging the research findings, promoting the learning management model should take the position of instructors who are in charge of organizing various learning activities to reach the desired goal. Keywords: upgrading the potential, competency-based learning management innovation integration, enhancing students’ ability. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.79

Sources and variation of self-efficacy in cases of student teaching practicum

The purpose of the study was to determine student teachers’ personal self-efficacy beliefs and their views on what type of “sources” were behind self-efficacy in a lesson that they had just undertaken. Very little research-based understanding exists on how student teacher self-efficacy is formed, based on individual teaching situations. In this study, 10 student teachers’ interview data associated with the lesson, along with observation data with field notes, were collected. The interviews of four student teachers focusing on the lesson highlighted small (N=2) or somewhat larger (N=2) variations in levels of self-efficacy. Six student teachers had stable self-efficacy (N=6). The findings suggest that, in contrast to the expression of rather stable self-efficacy, a proportion of student teachers had feelings suggesting lower self-efficacy from time to time, although in general their thinking was dominated by average or high teaching efficacy.

The situation of implementing the homeroom teacher competencies through practicum for pre-service teacher training in Vietnam

The research determines the situation of implementing the homeroom teacher competencies for pre service teachers along with practicum in Vietnam, in regard to training teacher adapting national curriculum innovation in Vietnam. There were 342 participants involving data collection. They are pre-service teachers, lecturers from pedagogy universitie. The findings show that homeroom teacher competencies play an importance part in teacher training. Pre service teachers often performed competencies during practicum. However, the effectiveness of implementation was uneven, especially the competencies of psychological counseling for students. Student teachers had many difficulties in implementing activities in the real classroom. Common areas of activity should be diversified between universities of pedagogy and schools tighterly to increase the time student teacher practicum at school in the role of homeroom teacher. The factors should forcus on improving the homeroom teacher competencies for student teachers along with practicum to develop the professionalism of pre-service students to prepare for future careers.
 
 Keywords: Homeroom teacher, practicum, pre-service teacher, teacher training, competency

Soundtrapped? Socio-material perspectives on collaborative teaching within the music classroom

This article draws on a classroom project to explore the complexities of collaborative teaching within the music classroom, where a professional team collaborated to facilitate digital music-making at a lower secondary school in Norway during a student teacher practicum placement. The collaborative team, including in-service and pre-service teachers, researchers, and a professional musician, facilitated a composing project by means of the digital audio workstation (DAW) Soundtrap. The purpose was to shed light on the complexity and emergence of the collaborative music project; how material, structural, and educational conditions impacted the process; and the pre-service music teachers’ ways of handling a complex situation. The study was theoretically guided by a socio-material perspective, more specifically by complexity theory, and an abductive analysis was performed. In keeping with the nonlinearity and complex causality of socio-materialism and complexity theory, the researchers created three reflexive viewpoints: emergence, enabling constraints, and entanglements. The results show that technological and technical issues permeated the classroom work, making it difficult to separate social and material aspects of the project. Awareness of the entanglement of social, institutional, historical, and material dimensions of education thus can provide a useful framework for emerging music teachers’ professional development. In this way, our findings support the claim that music teacher education should aim at helping pre-service teachers prepare for encounters with complex and versatile educational situations.

EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers’ practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance education. Keywords: Early childhood education, emergency remote teaching, COVID-19 pandemic, preservice teachers

Accommodating Students with Exceptionalities in Secondary Agricultural Education: Experiences During Student Teaching

Contemporary trends in agricultural education demonstrate a need for secondary teachers to obtain more knowledge and skills regarding accommodating students with exceptionalities. As such, the purpose of this case study was to understand the experiences of student teachers (N = 4) at Louisiana State University as they developed inclusive educational environments and provided accommodations for students during their student teaching practicum. As a result of our analysis, participants’ experiences were interpreted through Dunkin’s and Biddle’s model of teaching and learning that included three key variables: (1) presage, (2) context, and (3) process. Presage variables described the role of the student teachers’ personal characteristics and professional experience in influencing how they accommodated students. The second theme, context variables, illustrated the various situational elements the student teachers perceived affected their ability to accommodate the learning of students with exceptionalities, such as communication with other school professionals as well as local school policies and practices. Finally, process variables, reflected the participants’ specific activities and demonstrated their need for additional professional development and training. Moving forward, we recommend that teacher preparation programs enhance preservice teachers’ awareness of the learning needs of students with exceptionalities through early fieldbased experiences that feature best practices concerning creating inclusive classroom environments and accommodating students before they begin student teaching.

Preparation and Self-Efficacy of Science Student Teachers to Teach in English

The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy.
 Keywords: self-efficacy, science student teacher, teaching preparation, readiness

From a Triangular to a Pentagonal Model in Teachers Training Practicum

Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers’ practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum.
 
 Traditional pedagogic instruction is based on a “triangular instruction model” (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new “pentagonal model.” The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers’ work.
 
 Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors’ experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles.
 
 The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.

Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University

ABSTRACT In response to the lockdown of Sultan Qaboos University and closure of all schools in Oman, the college of education activated an E-learning ‘Emergency Remote Teaching’ Plan for the Spring semester, and the student teacher practicum programme. The primary purpose of the intended paper is to highlight the impact of COVID-19 pandemic on the Sultanate of Oman in general, and the education system in particular. The paper will also provide an analytic description of the college experience and lessons learnt from the impact of the pandemic on the changing teaching and learning landscape, and the diffusion and adoption of e-learning in teacher education.

Teacher candidate perspectives of edTPA readiness: preparation programs and edTPA supports

ABSTRACT This qualitative study focuses on elementary teacher candidates (TCs) at two United States university-based teacher preparation programs and their experiences with edTPA, a teacher performance assessment increasing in implementation nationwide. TCs from two public universities, in a state where edTPA bears a high-stakes connection to teaching licensure, were participants. Their perspectives of program supports that contributed to edTPA completion are emphasized. Findings suggest that particular supports within coursework and the student teaching practicum contributed to TCs’ feelings of success regarding edTPA completion, while certain gaps were hindrances. Implications are applicable to teacher education programs when considering structures that may or may not be necessary for supporting TCs with edTPA.

The Creation of Perception and Collaboration in Decreasing The Effects of Climate Change through Stem Education

The aim of this research was to study environmental catastrophes caused by climate change in northern Thailand, which have had a direct impact on people’s health, their quality of life, and the economy. It was found that the smog caused by forest fires, open-air burning, and smog emissions from vehicles has been the problems in northern Thailand. Furthermore, the level of particulate matter smaller than 10 microns (PM10) could rise to 383 micrograms per cubic meter of air in some years. This level exceeded by three times the air quality standards of Thailand with a 24-hour average level of 120 micrograms per cubic meter of air. Therefore, the purpose of this research was to study and develop the instruments, methods, and implementations in reducing the effects of climate change by constructing perception and collaboration in decreasing the effects of climate change through STEM Education with undergraduate students. The participants of this study were 67 students majoring in Industrial and Technological Education at Chiang Mai Rajabhat University who had the pre-service student teaching practicum experience in the academic year 2018. The participants of this study could be role models for knowledge management and publicize the knowledge of reducing catastrophic effects of smog among primary and secondary school students, school staff and communities and give aid when an emergency occurred. There were 40 schools in northern Thailand participating in this research project. With reference to the research findings, they revealed that before participating in this research project, the 67 students had knowledge of catastrophes caused by climate change in northern Thailand at a level of 45 percent on average, while their knowledge increased to 88 percent after taking part in this project. In other words, their knowledge increased by 43 percent or there was a significant increase in knowledge to 95 percent. It can be concluded that the students in this study could create a role model of knowledge management, distribute information on how to decrease catastrophe from the smog, and give help efficiently to the 40 schools participating in this research project when there was an emergency (without significant difference).

Student teaching practicum: are we doing it the right way?

ABSTRACTThe role of English in Israel is important to the country’s prosperity. However, Arab students’ results are low on national exams, which could be due to a variety of factors. This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a ‘code clash’ between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a ‘code match’.Abbreviations: EFL - English as a Foreign Language; L1 - first language; LCT - Legitimation Code Theory; ER - epistemic relations; SR - social relations

Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

“I Never Would Have Noticed It Before”: The Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement

Teacher candidates are central to the implementation of educational policy in schools, but receive little professional training around policy in their teacher education coursework or in their practicum experiences in the field. In examining this disconnect, this article explores the following questions: What do teacher candidates know about educational policy at the beginning of their student teaching practica? How do they envision their role with respect to policy? How does their participation in a critical discussion group around educational policy influence their perspectives? This article draws on qualitative data from a group of teacher education candidates enrolled in a student teaching practicum in Massachusetts. Analysis illustrates how teacher candidates make sense of educational policy via their university experiences and their field placements. Data suggest that critical discussion groups have potential to support increased capacity around teacher candidate policy engagement.

An importance-performance analysis of pre-service early childhood teachers’ perception of competency before and after student teaching

본 연구의 목적은 IPA를 활용하여 학교현장 실습 전· 후 예비유아교사의 교사역량 중요도와 실행역량에 대한 인식을 분석하는 것이다. 연구의 대상은 D시에 위치한 4년제 대학교 유아교육과 4학년 106명(A대학 40명, B 대학 66명)이다. 이를 위해 교사역량 질문지를 사용하여 중요도와 실행역량의 평균과 표준편차를 구하고 빈도분석과 IPA분석을 실시하였다. 자료 분석 결과, 유아와 직접적인 상호작용, 교육과정과 수업계획, 일과운영, 교사로서의 열정은 학교현장실습 전과 후, 중요도와 실행역량 인식이 높은 것으로 나타났다. 실습 후에는 국가수준 교육과정에 근거한 계획, 교직윤리관 형성이 중요도와 실행역량을 높게 인식하였다. 유아관찰과 평가, 건강과 영양지도, 실습 후 교육활동 목표 내용 평가와 문서양식에 적합한 내용 기술, 지역사회 기관, 전문가와의 협력 역량은 개선과 노력이 필요한 것으로 나타났으며, 평가방법, 평가결과 기록, 평가의 활용, 가족과 지역사회와의 관계에 대한 역량은 중요도와 실행역량 인식이 모두 낮게 나타났다. 실습전과 후에 모두 실행역량에 대한 인식이 높고 상대적인 중요도는 낮게 인식한 역량은 다양한 흥미영역 구성이었으며, 국가수준 교육과정에 근거한 계획과 목표 유아흥미 개선이 포함된 마무리와 평가는 유지 또는 개선이 필요한 역량으로 변화하였다. 이러한 결과를 중심으로 유아교원 양성교육과정에서 학교현장실습 전 교육과 실습 후 어떠한 교육과 지원방안이 필요한지에 대한 시사점을 제공하고자 한다.This study examines pre-service early childhood teachers perception of competency before and after student teaching experience by using the IPA(Importance-Performance Analysis) technique. The subjects were 106 fourth-year university students majoring early childhood education in D city. After collecting data through a survey regarding teaching competencies, mean and standard deviation of the importance and performance competency were calculated, and frequency analysis and IPA were conducted. Results showed that the perception of importance and performance level of teaching competencies was high both before and after student teaching experience for direct interaction with children, curricula and lesson planing, management of daily schedule, and the passion to teach. After the teaching experience, preservice teachers’ perceptions of importance and performance level of teaching competencies improved especially in lesson planning based on the national curriculum, and establishing teachers professional ethics. The results also indicated a need for greater efforts and improvement regarding competencies for observation and evaluation of children, guidance on children’s health and nutrition, assessment of teaching goals after student teaching, describing information to fit a given document format, and collaboration with community center and other experts. Additionally, their perceptions were found to be low in both importance and performance capability for evaluation method, recording of evaluation results, utilizing of evaluation, and a relationship with children s families and community. Furthermore, in both before and after student teaching experience, preservice teachers seemed to have high capability to construct diverse interest learning centers while they felt that its level of importance was relatively low. Finally, plans and goals based on the national curriculum, and a wrap-up and assessment for improving children s interests in learning were identified as competencies that needed to be maintained or improved. Based on these findings, it was discussed what and how to teach students before and after student teaching practicum in teacher training programs. that needed to be maintained or improved. Based on these findings, we discussed their implications for training before student teaching and guidance after student teaching.

Preservice Agriculture Teachers’ Development during the Early Phase of Student Teaching

The student teaching practicum experience is designed to give preservice teachers practical experience with teaching and is an important step in their development. While literature in agricultural education exists about preservice teacher professional development, little is known about the developmental process of agriculture teachers during the student teaching experience. Utilizing the theory of teacher concerns (Fuller & Brown, 1975) as a theoretical lens, the purpose of this qualitative document analysis was to determine how preservice teachers develop over the first half of the student teaching practicum by examining the way they talk about concerns. Written reflections of five different cohorts from 2010 through 2014 were analyzed at two different points in time (week two and week seven). During the first two weeks of student teaching, three themes emerged, including: 1) teacher/student identity crisis, 2) teaching competence: “I do not know how, what, or who…,” and 3) adjusting to change. During week seven, the concerns changed, which indicated the student teachers were developing into the professional role of a teacher. The three themes that emerged from the data for week seven were: 1) building professional relationships, 2) engaging students, and 3) it is about time: work-life balance. Implications exist for teacher educators to place more emphasis on teaching strategies to engage and motivate students in the learning process, rather than just the task itself. Recommendations are suggested for teacher educators to discuss with preservice teachers before student teaching the realities and challenges of balancing work and life roles.

Using Focus Groups to Explore Sources of Self-Efficacy in Puerto Rican Preservice Teachers

This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants agreed that substantial feedback and guidance from cooperating teachers and university supervisors helped them being confident and increased their perceived self-efficacy by reducing the feelings of anxiety generated by the practicum.

Whiteness as a Barrier to Becoming a Culturally Relevant Teacher: Clinical Experiences and the Role of Supervision

Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs’ experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key insights into the ways in which PTs maneuver to avoid critical self-interrogation in relation to racism and inequities in schools. We conclude that clinical supervision experiences are opportunities to hide behind and/or challenge whiteness, and that the role of the supervisor is critical in facilitating the exposure to, and enactment of, culturally relevant pedagogy.