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Stoller, Aaron – Honors in Practice, 2022
A defining feature of honors education is meaningful engagement within and across disciplines, yet significant challenges for creating and sustaining meaningful transdisciplinary research remain. One such challenge involves a nuanced understanding of a discipline, or what educational researchers call "disciplinary literacy." This article…
Descriptors: Honors Curriculum, Practicums, Teaching Methods, Intellectual Disciplines
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Sanford, Kathy; Robertson, Kerry; Hopper, Timothy; Collyer, Vivian; Lancaster, Laura – Alberta Journal of Educational Research, 2020
A common complaint about teacher education programs is that it follows a linear model--where theory and teaching skills are learned at the university and then applied in practicum experiences--that is inadequate and does not accurately represent teacher candidates'(TC) experiences (Brouwer & Korthagen, 2005; Korthagen, Loughran & Russell,…
Descriptors: Faculty Development, Teacher Education Programs, Practicums, Theory Practice Relationship
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Tse, Vanessa V.; Abra, Meaghan; Tanaka, Michele T. D. – McGill Journal of Education, 2017
Within the final teaching practica, pre-service teachers encounter the crucial challenge of redefining their teacher identities. Leaving behind personas formed as students, professional settings necessitate asking themselves what kind of teacher they want to be in a new context. In collaboration with their professor, two pre-service teachers…
Descriptors: Preservice Teachers, Practicums, Inquiry, Student Attitudes
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Flores, Maria Assunção – Journal of Education for Teaching: International Research and Pedagogy, 2018
The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE…
Descriptors: Theory Practice Relationship, Preservice Teacher Education, Practicums, Democratic Values
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Black, Glenda; Bernardes, Rogerio – Collected Essays on Learning and Teaching, 2012
This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers' knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the…
Descriptors: Transformative Learning, Art Education, Foreign Countries, Teacher Education
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Kathy Sanford; Lorna Williams; Tim Hopper; Catherine McGregor – in education, 2012
Although teacher education programs across the country are currently under significant review and reform, little attention is paid to the importance of Indigenous principles that could inform or transform them. Attention to Indigenous principles such as those presented in this paper can, we believe, serve to decolonize teacher education, offering…
Descriptors: Indigenous Knowledge, Teacher Education, Decolonization, Teacher Education Programs