In Search of Ways to Improve Practicum Learning: Self-Study of the Teacher Educator/Researcher as Responsive Listener

Autor/in	Martin, Andrea K.
Titel	In Search of Ways to Improve Practicum Learning: Self-Study of the Teacher Educator/Researcher as Responsive Listener
Quelle	In: Studying Teacher Education, 13 (2017) 2, S.127-144 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1342347
Schlagwörter	Practicums; Preservice Teachers; Program Effectiveness; Focus Groups; Self Evaluation (Individuals); Teacher Educators; Transformative Learning; Listening; Student Attitudes; Student Participation; Audio Equipment; Preservice Teacher Education; Elementary School Teachers; Secondary School Teachers; Group Discussion; Teaching Methods; Cooperating Teachers; Metacognition; Barriers + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Pädagogische Transformation; Hörvorgang; Zuhören; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Audio-CD; Lehramtsstudiengang; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Cooperation; Kooperation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Teacher education programs that appear to be more successful work to thread practicum experiences and on-campus courses with an eye to achieving overall program coherence. As part of a funded research project centred on understanding how teacher candidates perceive quality in their practicum experiences and, by extension, in their professional learning, focus groups were recruited for a series of discussions that extended over an academic year. I undertook this self-study in an attempt to examine the conditions for learning that made these focus groups so successful by virtue of participants' commitment, engagement, focus and drive to become the best teachers they could possibly be. Self-study was an avenue for me to develop insights into my practice and to identify ways to move forward to become a more effective teacher educator who could model and scaffold responsive listening and relationship-building for future teachers. The two questions driving this self-study were "How does adopting and promoting a listening perspective improve participants learning?" And "What is transformative about responsive listening?" Identifying and challenging my assumptions were initial steps in understanding what a listening perspective entails, the importance of authorizing student perspectives and developing their pedagogical voices. Responsive listening became a means to interrogate my practice, to reframe my experience, to work in and from action, and to become more comfortable with the uncertain spaces where deep learning can occur--for myself and for those whom I teach. In so doing, I came closer to appreciating the possibilities for transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01