You are not logged in.

Using feedback from stakeholders to strengthen the student teacher experience during field experience

Allen, J. M 2012, Using feedback from stakeholders to strengthen the student teacher experience during field experience, in AERA 2012 : Non Satis Scire - To Know Is Not Enought : Proceedings of the Annual Meeting of the American Educational Research Association, AERA, Washington, DC, pp. 93-93.

Attached Files
Name Description MIMEType Size Downloads

Title Using feedback from stakeholders to strengthen the student teacher experience during field experience
Author(s) Allen, J. M
Conference name Annual Meeting of the American Educational Research Association (2012 : Vancouver, Canada)
Conference location Vancouver, Canada
Conference dates 13-17 Apr. 2012
Title of proceedings AERA 2012 : Non Satis Scire - To Know Is Not Enought : Proceedings of the Annual Meeting of the American Educational Research Association
Editor(s) [unknown]
Publication date 2012
Conference series Annual Meeting of the American Educational Research Association
Start page 93
End page 93
Total pages 1
Publisher AERA
Place of publication Washington, DC
Keyword(s) theory-practice
pre-service teacher education
practicum
field experience
stakeholder perspective
Summary This paper reports a study into key stakeholders’ perceptions of a teacher education program in the context of field experience. Located in an urban Australian university, the study draws on data collected from students, university supervisors and teachers to provide insight into three inter-related issues. First, it projects an understanding of how different stakeholders perceive and enact their roles and responsibilities during field experience. Second, it contributes an understanding about factors that enhance and impede students’ capacity to integrate theory and practice and, third, it shows the fundamental role that effective university-school partnerships play in enabling student engagement in teacher education. The paper concludes by proposing ways in which the study’s findings can be used to improve teacher education.
ISSN 0163-9676
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064269

Document type: Conference Paper
Collection: Faculty of Arts and Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 67 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Thu, 12 Jun 2014, 11:01:33 EST by Jeanne Allen

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.