Piloting a Web-based Practicum Support Tool: Associate Teachers' Perceived Benefits and Drawbacks.
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| Title: | Piloting a Web-based Practicum Support Tool: Associate Teachers' Perceived Benefits and Drawbacks. |
|---|---|
| Authors: | Petrarca, Diana1 |
| Source: | Alberta Journal of Educational Research. Fall2014, Vol. 60 Issue 3, p491-507. 17p. 1 Chart. |
| Subject Terms: | *Practicums, *Teacher training, *Education, *Social conditions of teachers, Drawbacks (Tariffs) |
| Geographic Terms: | Canada |
| Abstract (English): | This pilot study explored how a small group of associate teachers responded to a web-based learning tool created specifically to support them in mentoring teacher candidates during the practicum component of an initial teacher education program in Southern Ontario, Canada. The learning tool's content drew from the teacher education literature, and its development was grounded in constructivist learning theory, web-based learning literature, and reflective practice. Associate teachers found the learning tool flexible, convenient, easy to use, and although they appreciated the non-directive nature of the learning tool, finding time to access and interact with the tool proved challenging. Associate teachers benefited from accessing and interacting with the learning tool, to varying degrees depending on their prior experiences, with improving feedback processes and practices, supporting teacher candidate planning processes, and facilitating teacher candidate induction emerging as three key areas of enhanced understanding and practice. Two key drawbacks of the learning tool included lack of human interaction, and sufficient time to interact with the learning tool more deeply. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cette étude pilote s'est penchée sur la réaction d'un petit groupe d'enseignants associés travaillant dans le sud de l'Ontario, au Canada, face à un outil d'apprentissage électronique conçu spécifiquement pour les appuyer dans leur mentorat de stagiaires. Le contenu de l'outil d'apprentissage est tiré de publications sur la formation des enseignants, et son développement repose sur la théorie d'apprentissage constructiviste, la documentation d'apprentissage en ligne et la pratique réflexive. Les enseignants associés ont trouvé l'outil d'apprentissage souple, pratique et facile d'emploi. Ils ont apprécié la nature non directive de l'outil d'apprentissage, mais ont signalé qu'ils avaient éprouvé de la difficulté à trouver le temps d'accéder à l'outil et d'interagir avec celui-ci. Les enseignants associés ont profité de l'accès à l'outil et de l'interaction avec celui-ci, à divers degrés en fonction de leurs expériences préalables. Les trois domaines clés où les connaissances et la pratique se sont améliorées sont les suivants : de meilleurs pratiques et processus de rétroaction, un soutien accru aux processus de planification des étudiants en pédagogie et une intégration facilitée des étudiants en pédagogie. Deux inconvénients principaux de l'outil d'apprentissage se sont manifestés, notamment l'absence d'interaction humaine et un manque de temps pour interagir avec l'outil de façon plus étendue. [ABSTRACT FROM AUTHOR] |
| Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 110245164 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Piloting a Web-based Practicum Support Tool: Associate Teachers' Perceived Benefits and Drawbacks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Petrarca%2C+Diana%22">Petrarca, Diana</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Alberta+Journal+of+Educational+Research%22">Alberta Journal of Educational Research</searchLink>. Fall2014, Vol. 60 Issue 3, p491-507. 17p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+conditions+of+teachers%22">Social conditions of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Drawbacks+%28Tariffs%29%22">Drawbacks (Tariffs)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This pilot study explored how a small group of associate teachers responded to a web-based learning tool created specifically to support them in mentoring teacher candidates during the practicum component of an initial teacher education program in Southern Ontario, Canada. The learning tool's content drew from the teacher education literature, and its development was grounded in constructivist learning theory, web-based learning literature, and reflective practice. Associate teachers found the learning tool flexible, convenient, easy to use, and although they appreciated the non-directive nature of the learning tool, finding time to access and interact with the tool proved challenging. Associate teachers benefited from accessing and interacting with the learning tool, to varying degrees depending on their prior experiences, with improving feedback processes and practices, supporting teacher candidate planning processes, and facilitating teacher candidate induction emerging as three key areas of enhanced understanding and practice. Two key drawbacks of the learning tool included lack of human interaction, and sufficient time to interact with the learning tool more deeply. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cette étude pilote s'est penchée sur la réaction d'un petit groupe d'enseignants associés travaillant dans le sud de l'Ontario, au Canada, face à un outil d'apprentissage électronique conçu spécifiquement pour les appuyer dans leur mentorat de stagiaires. Le contenu de l'outil d'apprentissage est tiré de publications sur la formation des enseignants, et son développement repose sur la théorie d'apprentissage constructiviste, la documentation d'apprentissage en ligne et la pratique réflexive. Les enseignants associés ont trouvé l'outil d'apprentissage souple, pratique et facile d'emploi. Ils ont apprécié la nature non directive de l'outil d'apprentissage, mais ont signalé qu'ils avaient éprouvé de la difficulté à trouver le temps d'accéder à l'outil et d'interagir avec celui-ci. Les enseignants associés ont profité de l'accès à l'outil et de l'interaction avec celui-ci, à divers degrés en fonction de leurs expériences préalables. Les trois domaines clés où les connaissances et la pratique se sont améliorées sont les suivants : de meilleurs pratiques et processus de rétroaction, un soutien accru aux processus de planification des étudiants en pédagogie et une intégration facilitée des étudiants en pédagogie. Deux inconvénients principaux de l'outil d'apprentissage se sont manifestés, notamment l'absence d'interaction humaine et un manque de temps pour interagir avec l'outil de façon plus étendue. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=110245164 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 491 Subjects: – SubjectFull: Practicums Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Education Type: general – SubjectFull: Social conditions of teachers Type: general – SubjectFull: Drawbacks (Tariffs) Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Piloting a Web-based Practicum Support Tool: Associate Teachers' Perceived Benefits and Drawbacks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Petrarca, Diana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Fall2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 00024805 Numbering: – Type: volume Value: 60 – Type: issue Value: 3 Titles: – TitleFull: Alberta Journal of Educational Research Type: main |
| ResultId | 1 |
