• Corpus ID: 141410495

Professional Development Schools: Preservice Candidates' Learning and Sources of Knowledge

@article{Duquette1999ProfessionalDS,
  title={Professional Development Schools: Preservice Candidates' Learning and Sources of Knowledge},
  author={Cheryll Duquette and Sharon A Cook},
  journal={Alberta Journal of Educational Research},
  year={1999},
  volume={45},
  pages={198-207}
}
The purpose of this study was to explore the experiential learning of preservice candidates when they are involved in professional development schools and in conventional practice teaching placements. It was found that the lessons they believed they learned were categorized into four groups: curriculum planning and evaluation, pupils and pupil-teacher interactions, discipline and classroom management, and professional knowledge. Their stated sources of knowledge were personal reflections… 
journalhosting.ucalgary.ca
15 Citations
Highly Influential Citations
2
Background Citations
9
Methods Citations
3

Tables from this paper

15 Citations

Citation Type

Citation Type

Essential Elements in Teacher Education: Preservice Student Perspectives
Using focus groups and individual interviews, student teachers’ perspectives on their program’s design and delivery were examined. Data analysis using constant comparison revealed a set of 10…
The dynamics of school‐based learning in initial teacher education
Student teachers’ learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice…
Pre-service teachers’ views on school experience and teaching practice courses
The dynamics of school‐based learning in initial teacher education
Student teachers’ learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice…
Perceptions of Learning and Stages of Concern Among Graduates of a Native Teacher Education Program
The purpose of this study was to examine the learning outcomes of students who had recently completed a two-year community-based Native Teacher Education Program (NTEP). The participants were 22…
Reflective Teaching in the Context of a Video Club: Nurturing Professional Relationships and Building a Learner Community
The purpose of this study was to examine how four teachers used the seven processes of videotape analysis to develop an analytic approach and reflective thinking towards their teaching. The study was…
A Cohort Practicum Model: Physical Education Student Teachers' Experience
The Faculty of Education at the University of Alberta has recently moved to a cohort practicum policy that encompasses a reflective practitioner model, encouraging whole-school experiences while…
A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice
TLDR
A web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, indicates that a self-reflective process to become effective.
Learning to teach physical education in primary schools : the influence of dispositions and external structures on practice
TLDR
The research was conducted within a university provider of primary ITT in the South of England and focused on trainees following a three year undergraduate degree route to Qualified Teacher Status, finding the greatest potential for improving primary PE lies in the development of those trainees with an initially ambivalent attitude to the subject.
Perceptions of conformity during the student teaching placement
The puipose o f this study was to examine the issue o f conformity and the relationship between student teachers and associate teachers during the preservice practicum. The three questions that…
...
1
2
...

References

SHOWING 1-10 OF 16 REFERENCES
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of…
Factors in Becoming a Proactive Elementary School Teacher: a preliminary study of selected novices
Abstract The findings of an interpretive field study into the socialization of proactive, elementary novice teachers are reported. The way the novice teachers implemented their goals during their…
When Is Student Teaching Teacher Education
Professional Growth Among Preservice and Beginning Teachers
I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies…
Preservice teachers' expectations about the first year of teaching
LA FORMATION DES ENSEIGNANTS À LA SUPERVISION DE STAGIAIRES
RESUME. Cet article presente les resultats d'un projet de recherche sur la facon d'apprendre aux enseignants a encadrer des stagiaires durant leur stage. En general, les enseignants qui acceptent des…
Reflection in a preservice program and the role of the faculty
  • Journal of Professional Studies
  • 1995
Experience is the Best Teacher; or is it? An Analysis of the Role of Experience in Learning to Teach
Five Ontario Professional Development School Projects.
Reflections on a Collaborative School-Based Teacher Education Project.
...
1
2
...