A Pre-Student Teaching Field-Based Semester.

Autor/inn/en	Arenz, Bernard W.; Appel, Michelle E.
Titel	A Pre-Student Teaching Field-Based Semester.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Demonstration Programs; Education Courses; Elementary Education; Elementary School Teachers; Field Experience Programs; Higher Education; Laboratory Schools; Learning Experience; Portfolio Assessment; Preservice Teacher Education; Program Effectiveness; Program Evaluation; Public Schools; Student Teaching; Teacher Educators; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Fortbildungskurs; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Laborschule; Lernerfahrung; Portfoliobeurteilung; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Teaching practice; Unterrichtspraxis; Teacher education; Education; Lehrerbildung; Theorie-Praxis-Beziehung
Abstract	This project is an exploration of the benefits of a field-based pre-student teaching semester in which elementary education students work with college professors and practicing elementary teachers in a more holistic way than is possible with traditional campus-based courses. A group of twenty-six college students met four days each week, seven hours each day for a combination of lecture, group interaction, and classroom experiences. The classroom site for this project was a room within the university laboratory school converted for this use allowing convenient access to the teachers and students in the laboratory school. The project students also worked in groups of six and seven in four public schools located in areas with a more culturally diverse student population than is typical of the laboratory school. Project evaluation indicated that participants believed they were better prepared for student teaching than within a more traditional program. Practicing teachers in the laboratory school and the public schools expressed the belief that their students also benefitted from this experience. Scheduling, communications, coordination, and curriculum development are areas that need considerable attention for successful implementation of the model. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC