Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting Lecturer School coordinator/Associate Teacher Meetings May 2012 Vivienne Mackisack Jill Murray Sandra Chandler
Overview: o Welcome/Introduction o Practicum during Initial Teacher Education: internationally/nationally • at the Faculty of Education • o Overview of BEd (Tchg) primary practicum courses) o Working collaboratively to support student teacher professional learning o Considering specific requirements for: EDPRAC 305 Part B • EDPRAC 201/101 • o Wrap-up * Burning questions
Practicum during Initial Teacher Education Both nationally and internationally there are common themes in the critique of Initial Teacher Education and the place of practicum within it: o preparing “ student teachers for the reality of full- time teaching ” o “ emphasis on the practical, aligned with a focus on increasing teacher quality to raise student achievement ” o “ the relationship between theory and practice ” “ Zeichner (1982) argued that it is not time in schools per se, but the quality of the experience that is critical for student teacher learning ” (Grudnoff and Williams, 2010).
As they develop their expertise, novice teachers shift their vision from a focus on themselves to the class and to an awareness of the needs of the individual students who make up the class. Vision of self: ‘How am I doing?’ Vision of ‘Did I get it right?’ the class as a whole: ‘Am I a good ‘How did the students do?’ Vision of teacher?’ ‘Did they all learn it?’ individual students: ‘What will make the lesson better? ’ ‘ Did Shawna understand?’ ‘Was Matt with it today?’ ‘What will help Laura be successful?’ Eckerman Pitton, 2006, p.38
Practicum in New Zealand Our collective role is to support student teachers to: o integrate theory and practice o plan, implement, assess, evaluate and reflect o analyse and interpret o observe o reflect on their own learning and practice o develop personal and professional goals “The practicum for a student teacher will operate as a partnership between the teacher education provider and a fully registered associate teacher ” (New Zealand Teachers Council, 2010, p.13).
Practicum during Initial Teacher Education: at the Faculty of Education “The University of Auckland’s pre -service teacher education programmes are designed to develop research-informed inquiry-based practitioners. We do this by providing opportunities for student teachers to develop and demonstrate an inquiry-based disposition in authentic settings” (Faculty of Education, Teacher Education Practice website, 2012).
The framework: “ Teaching as inquiry ” ( Aitken & Sinnema, 2008; Ministry of Education,2007; Timperley, Wilson, Barrar, & Fung, 2007) Planning FOCUSING INQUIRY What is most important, given Teaching where my learn[ing[ is at? Observation* Assessment* LEARNING INQUIRY TEACHING INQUIRY What happened? What strategies might Why did it happen? work best? Implications? What could I try? Evaluation of learning/teaching Planning Reflection Teaching * ongoing
The framework: “ Teaching as inquiry ” cont... (Aitken & Sinnema, 2008; Ministry of Education,2007; Timperley, Wilson, Barrar, & Fung, 2007) TEACHING INQUIRY What [teaching] strategies work best? What could I try? #: Teaching Strategies What are some of the instructional strategies that teachers use deliberately? o modelling ie ‘showing how’ o prompting ie learner using what already knows/can do o questioning – used for multiple reasons o giving feedback – affirm; inform; guide o telling ie supplying what the learner needs o explaining ie verbally explicit extension of telling o directing ie giving a specific instruction
Preparing beginning teachers who are ready to develop as: “effective teachers… reflect on the impact their teaching has on learning….ability to teach at particular levels….relationships …. enthusiastic learners….collegial and co - operative …. initiative, imagination, and innovation…. accept advice and know when to ask for it” (MOE &NZTC, 2011). …research -informed inquiry-based practitioners Overview of BEd o Assessment information informing planning and teaching (Tchg) o Differentiating for the needs of individual learners Primary o Developing effective pedagogical practice that optimises children’s learning o Understanding the teacher’s professional role o Reflection on personal practice practicum courses : Assessment, Reflection, Relationships, Planning, Professional Professional Observation Teaching Learning Identity
Working collaboratively to support student teacher professional learning What we are currently doing that supports student teachers to become inquiry- based practitioners in relation to: o Observing o Assessing o Planning – both short and long-term o Teaching o Evaluating o Reflecting
Considering specific requirements for: o EDPRAC 201/101 - Jill/Sandra Student teachers are required to demonstrate their ability to take full- class responsibility for 1-2 days during EDPRAC 101. This may be in collaboration with their associate teacher. It is important to record a student teacher’s level of ability to assume this responsibility on their practicum reports. Student teachers are required to demonstrate their ability to take full- class responsibility for 7 consecutive days during EDPRAC 201. The ability to demonstrate this level of proficiency is a critical indicator that a student teacher is ready to progress to EDPRAC 305. o EDPRAC 305 Part B - Viv The ability to demonstrate practice reflective of an emerging beginning teacher as they conclude EDPRAC 305 is a critical indicator that a student teacher is ready to graduate.
Wrap- up: • Burning questions? • Great ideas? • What next?
References: Aitken, G., & Sinnema, C. (2008). Effective pedagogy in Social Sciences? Tikanga a iwi: Best Evidence Synthesis Iteration. [BES]. Wellington: Ministry of Education. Aitken, G., Cochrane-Smith, M., Ell, F ., & Grudnoff, L. (2012). Reinventing (university) teacher education: Connections, context and consequences. Paper presented at the American Educational Research Association (AERA), Vancouver Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47. Donovan, M. S., Bransford, J.D. & Pellegrino, J.W. (1999). How People Learn: Bridging Research and Practice. Washington DC: National Academy Press. Eckerman Pitton, D. (2006). Mentoring Novice Teachers: Fostering a dialogue process. Thousand Oaks, Ca: Corwin Press. Education Workforce Advisory Group. (2010). A Vision for the Teaching Profession. Wellington: New Zealand Government Retrieved from http://www.beehive. govt.nz/sites/all/files/10.pdf. Grudnoff, L., & Williams, R. (2010). Pushing Boundaries: Reworking University – School Practicum Relationships. New Zealand Journal of Educational Studies.(45)2, 33-45. Hagger, H., Burn, K., Mutton, T., & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education, 34(2), 159-178. Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media. New Zealand Teachers Council. (2010). Approval, Review and Monitoring Processes and Requirements for Initial Teacher Education Programmes. Wellington: Author Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. Zeichner, K. (2011). Improving Teacher Education in the United States. Commissioned essay, for the American Educational Research Association (AERA), Vancouver
Recommend
More recommend
