The Art of Teaching and Learning in the Practicum: The Pedagogical Perceptions of Bilingual Cooperating Teachers in an On-Site Block Program

Autor/in	Valverde-Wheaton, Alicia
Titel	The Art of Teaching and Learning in the Practicum: The Pedagogical Perceptions of Bilingual Cooperating Teachers in an On-Site Block Program
Quelle	(2011), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-0402-0
Schlagwörter	Hochschulschrift; Dissertation; Bilingual Teachers; Teacher Collaboration; Practicums; Elementary School Teachers; Teacher Education Programs; Urban Schools; College Faculty; Preservice Teachers; Student Needs; English Language Learners; Teacher Attitudes; Principals; Rural Schools; Ethnography; Semi Structured Interviews; Teacher Role; Theory Practice Relationship; Curriculum Design; Faculty Development; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerkooperation; Practicum; Praktikum; Praktika; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fakultät; Lehrerverhalten; Principal; Schulleiter; Rural area; Rural areas; Ländlicher Raum; Schulen; Ethnografie; Lehrerrolle; Theorie-Praxis-Beziehung; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study will be presented to university education programs, Professional Development Schools, cooperating teachers, preservice teachers, and administrators who are part of the practicum experience. This study concentrated on looking at the perceptions of cooperating teachers about the practicum in preparing preservice teachers to meet the needs of English Language Learners. This ethnographic study was conducted in the Southwest part of the United States at two Professional Development Schools, one urban elementary school and the other at a rural elementary school, which included the principal at each of the elementary schools and five cooperating teachers from those two schools. The research data were collected using various methods. It involved four phases. Phase one was geared at getting familiarized and acquainted with the practicum components and other indirect stakeholders such as parents, staff, and faculty. During the second phase, a rapport with the parents, administrators, and cooperating teachers was already established. The third phase involved observing the interaction among cooperating teachers, university faculty, and preservice teachers. During the fourth phase, the semi-structured interviews were conducted while the activities of phase two and three remained. The findings of this study revealed the importance of establishing a dialogic communication to establish a stronger dialogic communication between cooperating teachers and university faculty in order to: (a) better understand the roles of the cooperating teachers; (b) tie topics covered in method classes with those in the curriculum; (b) connect theory to practice; (d) serve the needs of English language learners; (e) become active participants in the curriculum design of the practicum; and (f) continue establishing practicum projects inside Professional Development Schools based on a close relationship with the school personnel and the community that surrounds the schools in order to better prepare critical committed teachers who work with English language learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10