Research on Teaching Practicum--A Systematic Review

Autor/inn/en	Lawson, Tony; Çakmak, Melek; Gündüz, Müge; Busher, Hugh
Titel	Research on Teaching Practicum--A Systematic Review
Quelle	In: European Journal of Teacher Education, 38 (2015) 3, S.392-407 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2014.994060
Schlagwörter	Practicums; Educational Research; Literature Reviews; Meta Analysis; Behavioral Objectives; Participant Characteristics; Research Methodology; Research Opportunities; Preservice Teachers; Qualitative Research; Teaching Experience; Teacher Educators; Mentors; Higher Education; Research Needs; Educational Practices + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Research method; Forschungsmethode; Forschungshaushalt; Qualitative Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsbedarf; Bildungspraxis
Abstract	The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. Many of the reviewed studies take pre-service teachers as their main participants. The review also shows that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample. This suggests that more large-scale studies are needed in the field in order to provide greater insight into teaching practicum. Finally, this systematic review provides some food for thought in the area of practicum research and promotes further studies in this complex field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01