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Gallo-Fox, Jennifer; Stegeman, Lauren – Teaching Education, 2020
Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching…
Descriptors: Team Teaching, Field Experience Programs, Student Teaching, Preservice Teachers
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Anderson-Levitt, Kathryn; van Draanen, Jenna; Davis, Helen M. – Teaching Education, 2017
Concern that practical realities in classrooms will "trump" theories has led some universities to design residency teacher education programs that maximize coherence between university coursework and field experiences. Yet, some research suggests that student teachers can learn from dissonance. This qualitative case study of one cohort…
Descriptors: Teacher Education Programs, Communities of Practice, Theory Practice Relationship, Student Teachers
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DeGraff, Tricia L.; Schmidt, Cynthia M.; Waddell, Jennifer H. – Teaching Education, 2015
For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education…
Descriptors: Literacy, Field Experience Programs, Preservice Teacher Education, Preservice Teachers
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Turunen, Tuija A.; Tuovila, Seija – Teaching Education, 2012
In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors' perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial…
Descriptors: Student Teaching, Teacher Education Programs, Experiential Learning, Language Skills
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Mager, Gerald M. – Teaching Education, 1987
Field experience for prospective teachers contributes to both image-building and learning to teach. Negative and positive outcomes are discussed, as well as issues related to designing educational field experiences. (IAH)
Descriptors: Educational Principles, Field Experience Programs, Higher Education, Preservice Teacher Education
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Ross, E. Wayne – Teaching Education, 1988
The article describes the Social Studies Professional Semester at the State University of New York at Albany as a capstone experience for prospective secondary social studies teachers. Promoting development of critical rather than technical rationality in beginning teachers, it encourages a realistic perspective on the context and processes of…
Descriptors: College Students, Curriculum, Experiential Learning, Field Experience Programs
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Penick, John E.; And Others – Teaching Education, 1988
The model Iowa-UPSTEP (Undergraduate Preservice Science Teacher Education Program) practicum series of field experiences at the University of Iowa is described. Participants begin in elementary schools (to change their behaviors away from the traditional teacher-centered science classroom) and progress to full student teaching in a science…
Descriptors: College Students, Demonstration Programs, Experiential Learning, Field Experience Programs
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Ledoux, Michael; McHenry, Nadine – Teaching Education, 2004
The use of constructivism and its various manifestations in education has been a topic of much interest in recent years. Inquiry into this theoretical framework has resulted in teacher educators' attempts to help their teacher candidates apply constructivist pedagogy in university classrooms, field experiences and student teaching at two US…
Descriptors: Student Teaching, Constructivism (Learning), Methods Courses, Teacher Education Curriculum