A Promising Practicum Pilot--Exploring Associate Teachers' Access and Interactions with a Web-Based Learning Tool

Autor/in	Petrarca, Diana
Titel	A Promising Practicum Pilot--Exploring Associate Teachers' Access and Interactions with a Web-Based Learning Tool
Quelle	In: Interdisciplinary Journal of E-Learning and Learning Objects, 9 (2013), S.149-170 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2033
Schlagwörter	Practicums; Practicum Supervision; Preservice Teacher Education; Preservice Teachers; Web Based Instruction; Foreign Countries; Educational Technology; Teacher Role; Pilot Projects; Constructivism (Learning); Reflection; Mixed Methods Research; Use Studies; Interaction; Professional Development; Feedback (Response); Canada + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Web Based Training; Ausland; Unterrichtsmedien; Lehrerrolle; Pilot project; Modellversuch; Pilotprojekt; Benutzerschulung; Interaktion; Kanada
Abstract	This paper explores how a small group of associate teachers (i.e., the classroom teachers who host, supervise, and mentor teacher candidates during practicum placements) accessed and interacted with the Associate Teacher Learning Tool (ATLT), a web-based learning tool created specifically for this new group of users. The ATLT is grounded in web-based learning and discipline-specific research and conceptualized within a framework of reflective practice and constructivist learning theory. The ATLT was created specifically for associate teachers, as an affordable and flexible alternative method of providing support for these critical community members who partner with the Faculty of Education at the University of Ontario Institute of Technology (UOIT), a university in the Greater Toronto Area in Ontario, Canada. Through analysis of associate teachers' usage patterns and emerging themes via the ATLT's internal tracking system, the findings of this work revealed that although associate teachers accessed and interacted with the ATLT in diverse ways, several commonalities emerged. The findings of this exploratory work suggest that continued and expanded implementation and research of using a web-based form of learning that is grounded within a body of research, is warranted. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01