Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning

Autor/inn/en	Hogg, Linda; Yates, Anne
Titel	Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning
Quelle	In: Teacher Education and Practice, 26 (2013) 3, S.431-447 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Course Organization; Student Teachers; Student Teacher Attitudes; Formative Evaluation; Graduate Students; Educational Practices; Focus Groups; Course Evaluation; Student Evaluation of Teacher Performance; Interviews; Lecture Method; Tutorial Programs; Video Technology; Protocol Materials; Protocol Analysis; Lesson Plans; Prior Learning; Educational Needs; Independent Study; Teaching Methods; Intermode Differences; Performance Factors; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Course organisation; Kurskonzept; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungspraxis; Interviewing; Interviewtechnik; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Unterrichtsprotokoll; Lesson planning; Unterrichtsplanung; Vorkenntnisse; Educational need; Bildungsbedarf; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsindikator; Ausland; Neuseeland
Abstract	This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and studio time--mitigated positive aspects of lecturer practice. Therefore, further data collection drew on course documents and video recordings of lectures to examine more closely the nature of course elements and their impact. Findings suggest that student teachers in a graduate program have a unique combination of prior knowledge and professional training needs. Therefore, appropriate course structures are needed that provide strong faculty support and are congruent with pedagogical theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10