What Characterises a Good Practicum in Teacher Education?

Autor/inn/en	Ulvik, Marit; Smith, Kari
Titel	What Characterises a Good Practicum in Teacher Education?
Quelle	In: Education Inquiry, 2 (2011) 3, S.517-536 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v2i3.21997
Schlagwörter	Foreign Countries; Practicums; Preservice Teacher Education; Graduate Study; Student Teachers; Student Teacher Attitudes; Mentors; Supervisors; Educational Benefits; Teacher Student Relationship; Preferences; Risk; Student Teaching; Feedback (Response); Personal Autonomy; Field Instruction; Norway + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungsertrag; Teacher student relationships; Lehrer-Schüler-Beziehung; Risiko; Teaching practice; Unterrichtspraxis; Individuelle Autonomie; Praxisklasse; Norwegen
Abstract	Practice teaching is regarded as a key component of teacher education and often highly valued by student teachers, even if the aims of field experiences vary from context to context. This article takes a closer look at the practicum in a one-year postgraduate teacher education programme (PGCE) in Norway by listening to the voices of student teachers, school-based mentors and university-based supervisors. The study aims to obtain a deeper understanding of how the practicum is understood and whether the various stakeholders in the same context share a common view of the practicum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01