Report from the Field: THE EVALUATION OF PRACTICE TEACHING: A REVISED APPROACH
Abstract
Two barriers to effective practice teaching, as identified in the literature, are lack of opportunity for student teachers to address personal concerns about their teaching and the poorly defined supervisory role of associate teachers. New procedures for the supervision of practice teaching, based on principles of clinical supervision, address the aforementioned barriers. An exploratory study was conducted in which these procedures were evaluated. There was a strong preference for the new procedures. Goals seemed to provide a focus for observation and feedback, as well as an opportunity for students to address personal concerns about their teaching behaviours. During discussions with associate teachers, students were able to reflect upon their practices. RÉSUMÉ Deux des obstacles à la pratique de l'ensesignement, circonscrits dans la littérature, sont le manque d'occasions pour les élèves professeurs de se poser des questions sur leur enseignement et le rôle d'encadrement très mal défini des maîtres de stage. De nouvelles modalités sur l'encadrement des stages d'enseignement, basées sur les principes de l'encadrement clinique, tentent de surmonter ces obstacles. Une étude exploratoire a été réalisée dans le but d'évaluer ces modalités. On a constaté une préférence marquée pour les nouvelles modalités. Les objectifs semblent favoriser l'observation et la rétroaction et fournir aux étudiants l'occasion de s'interroger sur leurs attitudes d'enseignant. Au cours d'entretiens avec des maîtres de stage, les étudiants ont pu réfléchir à leurs méthodes.Downloads
Published
1991-09-01
How to Cite
Duquette, C. (1991). Report from the Field: THE EVALUATION OF PRACTICE TEACHING: A REVISED APPROACH. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 26(003). Retrieved from https://mje.mcgill.ca/article/view/7997
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